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Many children with ADHD show signs of the disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

ADHD is one of the first things that's suspected when a child's behavior in class, or performance on schoolwork, is problematic. A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions-these are well-known symptoms of ADHD.

But these are also behaviors that can be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of what ADHD looks like in the classroom, and how it might be confused with other things that could be influencing a child's behavior. Observing kids carefully is especially important when kids are too young to be able to articulate what they are feeling. And referring struggling kids for diagnosis and appropriate support can help them succeed in school and other parts of their lives, too.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats, and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups-inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors and others predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which may make it very difficult for them to function in school.

Here are behaviors you might observe in school in those two categories.

Inattentive symptoms of ADHD

Makes careless mistakes in school work, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or impulsive symptoms of ADHD

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others conversations, activities, possessions

Serious impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings-i.e. at school and at home. And the pattern that's causing them serious impairment must persist for at least 6 months.

It's also important, when considering a child's behavior, to compare it to other children the same age-not to the range of kids in his class or grade. Within any given grade, kids' ages can differ by almost a year, and a year can make a big difference in a child's ability to self-regulate.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

When children exhibit behaviors that we associate with ADHD, it's important to keep in mind that they could be caused by other underlying factors. A child who is inattentive could be distracted by chronic anxiety, by a worrisome or painful situation at home, or because she's being bullied in the playground. These are all things a child might be embarrassed by and go to some lengths to keep secret.

Another thing children often hide is undiagnosed learning disorders. If a child is fidgeting when she's supposed to be reading, it may be that dyslexia is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business, or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle. More of them have the only inattentive symptoms of ADHD, and they get written off as dreamy or ditzy. If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative, or overemotional. Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

But a big reason that many girls aren't diagnosed is that they knock themselves out to compensate for their weaknesses and hide their embarrassment about falling behind, losing things, feeling clueless. The growing awareness, as they get older, that they have to work much harder than their peers without ADHD to accomplish the same thing is very damaging to their self-esteem. Girls who are chronically hard on themselves about their lapses may be struggling with thoughts that they're stupid or broken.

Keeping a keen eye on kids' behavior in the classroom is important not just because it affects their learning-and potentially the ability of other kids in the class to learn-but also because it's a window into their social and emotional development. When kids are failing or struggling in school for an extended period of time, or acting out in frustration, without getting help, it can lead to a pattern of dysfunctional behavior that gets harder and harder to break.

That's why it's important for parents to get a good diagnosis from a mental health professional who takes the time to carefully consider the pattern of a child's behavior and what it might (and might not) indicate. Being not only caring but precise about defining and treating a child's problems when he is young pays off many times over in the long run.

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What's ADHD (and What's Not) in the Classroom - Child Mind Institute

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Learn what is ADHD in the classroom and what's not. Child Mind Institute explains that some of the symptoms of ADHD in children may be signs of other mental health problems.

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This article is both school related and disability related as it provides information for educators to help understand ADHD behaviors in the classroom. The article also addresses the needs and challenges associated with the neurodevelopment disorder.

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This article explains differences in the behaviors of students who actually have ADHD and symptoms that are commonly mistaken for ADHD. Explains how common behaviors like fidgeting and impulsivity can occur for other reasons besides ADHD.

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1. Distinguishing ADHD from other issues - Common behaviors mistaken for ADHD such as impulsivity and fidgeting are signs of stress and environmental changes not ADHD.

2. Treatment and Support - Once diagnosed, take strategies needed to such as therapy and medication and also make the necessary accommodations.

3. Classroom Behavior as a Clue - Teachers are a huge role in noticing signs of ADHD and also possible causes for a change in a child's behavior.

4. Key Symptoms of ADHD - Outlines core symptoms of ADHD

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Week 1 #2 - Inclusiveness in the Classroom

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Week 1 #2 - Inclusiveness in the Classroom

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7 Ways to Establish Inclusive Learning Environments

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Learn methods to create an Inclusive classroom that promotes a warm and welcoming environment for students.

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This article emphasizes the importance of having a safe and creative place for all students, regardless of their abilities or background, feel supported, respected and valued. The article highlights the importance of an inclusive environment to help improve academic outcomes.

The aritcle state 7 ways to establish an inclusive learning environment:

1. Promote Respect

2. Design an Accessible Space

3. Adapt your Curriculum

4. Explore Cultural Competence Training to Enhance your Classroom

5. Get Parental and Community Involvement

6. Establish Peer Mentoring and Support Groups

7. Incorporate Student Voice in Classroom Decisions

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1. Equitable Access to Recourses - All students should have the same access to resources and opportunities.

2. Diverse Teaching Methods - The article stresses how teachers need to have a variety of teaching methods in order to meet different learning styles.

3. Individualized Support - Teachers need to recognize that students have different needs, and this article advocates for individualized support.

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This article is mainly school, and teacher related with and little bit of disability rela5rted content. The article focuses on creating an inclusive environment in schools. It also talks about the role of teachers and having an inclusive classroom.

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Week 1 #4 - Students with Hearing Disabilities 

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Week 1 #4 - Students with Hearing Disabilities 

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Going through school with a hearing impairment or deafness can be a frustrating, isolating and ultimately unproductive experience for a child without the right support. As a teacher, it can be equally challenging to teach a hearing-impaired child effectively without adequate tools or training. For both, it can sometimes feel like there's an imaginary pane of glass keeping each from communicating effectively with the other. The ideal environment for many hearing-impaired children to learn is one in which they are not singled out as different but instead, benefit from the kind of adjustments which go unnoticed by others but are truly transformative for the child this blog provides the information you need to handle hearing impairments with confidence. At Engage Education we have a dedicated SEND team.

What is a hearing impairment?

Hearing impairment and deafness are not necessarily the same thing. Hearing loss greater than 90 decibels is generally categorised as deafness, but any impediment to hearing - whether temporary, permanent or fluctuating - impacts not only a child's experience in the classroom but their social and emotional development, literacy skills and speech and language abilities.

What types of hearing impairment are there?

According to the National Deaf Children's Society , there are over 50,000 children and young people in the UK with hearing impairments, but this does not mean that they all have the same conditions or needs. There are three main types of hearing impairment that you may come across in children:

Sensorineural deafness (nerve deafness)
Permanent hearing loss in the inner ear is usually caused by the cochlea not working effectively

Auditory Neuropathy Spectrum Disorder (ANSD)
A problem occurring more deeply within the ear, where sounds are received normally by the cochlea, then become disrupted as they travel to the brain

Conductive deafness
Usually temporary, sometimes permanent. Sound can't pass effectively through the outer and middle ear to the inner ear. Caused by blockages such as wax or fluid. The latter is known as - can last for up to three months and is very common in preschool children

How can I spot signs of hearing impairment in a child?

While hearing impairments are often identified in babies, they may not develop or make themselves known for several years. This means that it's important to keep an eye out for the signs of hearing impairment in the classroom, particularly in young children - as at some point in your career you could find that you are teaching a child with an undiagnosed hearing impairment.

Here are some of the common signs of hearing impairments that you can look for in young children:

Not responding when their name is called

Problems with concentration, excessive tiredness and frustration with work that starts to affect their behaviour

Watching your lips intently as you speak

Speaking too loudly or too quietly

Watching others do something before attempting it themselves

Becoming increasingly withdrawn from others in the classroom

Delayed speech and communication development

Mishearing or mispronouncing words

Not being able to hear what's happening if there is any background noise

Making minimal contributions to classroom discussion

Difficulty with reading and linking it to speech

If you reconise the student to fall under the SEND Code of practice

How does hearing impairment affect learning?

, with only 44% leaving school with two or more A Levels, and 43% reaching the expected standard for reading, writing and maths at key stage 2 (KS2) when finishing primary school. Hearing and learning go hand-in-hand, so the impairment of this function means much more for a child than simply struggling to hear. Any hearing impairment which is not handled effectively has an adverse effect on a child's development, preventing them not only from taking in new information but learning to interact, relating to others and making friends. It's extremely important to Hearing-impaired children struggle at every stage of their education include SEND pupils in mainstream schools.

A child whose hearing impairment negatively affects their learning is likely to withdraw further into themselves throughout their education, which has a knock-on effect throughout the rest of their life. The frustration of being unable to express themselves and communicate both inwardly and outwardly is highly damaging and can impact future employment and their relationships with both others and themselves.

Everyday frustrations in the classroom are not as simple as an absence of individual attention from the teacher. A child with a hearing impairment does not necessarily require constant additional help but rather a mindful and sensitive approach to teaching the whole class - not facing the whiteboard to speak, minimising background noise and using visual aids as much as possible.

Strategies for supporting a child with a hearing impairment in school

It's vital that children with hearing impairments are given the right support from as early a stage as possible. If you have a child with a hearing impairment in your class, teaching in a way that fully supports them may seem a daunting prospect, but there is plenty of support and many ideas available.

Classroom equipment

A radio aid is a microphone worn by the teacher that connects to a hearing aid, and can also be passed to other pupils during activities such as group reading. This will help the child to feel part of the class and ensure that they don't miss any important information.

Dedicated staff

For schools that have the budget to employ one, a communication support worker or learning support assistant can provide hugely valuable help. Whether in the classroom all or some of the time, they can ensure the child is supported while you are able to give proportionate attention to other pupils.

Make sure that you don't turn away from the class while talking and ensure that the child has understood every task or instruction (and they aren't automatically looking to copy others after you have spoken). You can also sit the child right at the front of the class to give them the best possible chance of learning as hearing technologies only have an optimal range of one to three metres.

Meet with parents regularly

Having an open line of communication with the child's parents will help to ensure that the child has consistent support both at school and home. Meeting with the parents face-to-face will enable you both to discuss any concerns you may have and track the child's progress. Often the child may be confiding in the parents about issues that they are struggling with which they are too embarrassed to bring up in the classroom.

A 'hearing buddy'

If the child has to take off their hearing aid at any point during the day (for example during a sports lesson) you can allocate them a 'hearing buddy' (perhaps their closest friend) who can help to repeat any information that the child may have missed.

Preventing bullying

Although being bullied can happen to any child, children who are considered different in some way can be targeted by bullies. This can be because the hearing-impaired child's teaching arrangements are different, because they look different due to wearing a hearing aid, or because they are less able to pick up on social cues from their peers. The child could also find it harder to make friends and have a reduced ability to stand up for themselves. Childline has lots of advice and support available for children who are deaf or hard of hearing in their 'Deaf Zone' which you can refer children to who are old enough to use the website.

There are also ways in which a teacher can prevent bullying:

Raising awareness in the school - empathy and kindness can be taught. For example celebrating Deaf Awareness Week at school will open up discussions about the challenges faced by hard of hearing children and increase understanding. Your class could hold a school assembly in mime to the rest of the school. Your students could also put themselves in the child with hearing impairments shoes by learning to sign their names or by taking part in a sponsored silence.

Foster a sense of community in the classroom - in this way, other students will watch out for bullying and make a stand against it. You could have class morning meetings where students are encouraged to share their experiences and you can establish any class rules together including anti-bullying ideas.

Be aware of 'gateway behaviours' and nip them in the bud - things like eye rolling and ignoring, cruel laughter, excluding or staring can signal bullying or lead to escalated bullying. The child laughing cruelly may not realise the deep and lasting psychological impact they could be having on the child they are laughing at (especially if the child who is being bullied is pretending to laugh back) so class discussion, rather than focusing on one child's behaviour, can be helpful.

Using Makaton

is a simplified form of sign language, incorporating symbols and gestures, and is normally used with children with additional needs.

Makaton is usually taught at Nursery, Reception and Year 1 level. The actions are fun so that it helps shy children as well as those with special educational needs. Children who have trouble communicating can often be moody, quick to anger or simply retreat into themselves, so Makaton allows them to better communicate and relieves any stress they may be feeling. Given the importance of ensuring that deaf children have access to a rich language environment, Makaton should not be seen as an alternative or substitute for British Sign Language (BSL) or Sign Supported English .

Helpful links:

NHS hearing loss - https://www.nhs.uk/conditions/hearing-loss/symptoms/

British Sign website - https://www.british-sign.co.uk/

The Makaton Charity - https://www.makaton.org/

National Deaf Children's Society - https://www.ndcs.org.uk/

SEND Careers with Engage

If you would like a new role teaching in a SEND setting on a permanent, long-term, or short-term basis, full or part-time, our expert SEND team will be able to find the perfect role for you at one of our wonderful partner schools.

Register here!

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How to support a child with a hearing impairment in school - Engage Education

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We're an award winning teacher recruitment agency with offices in the UK, Australia, Canada and Ireland. We pride ourselves on getting to know you, the teachers, and our aim is to find you the perfect school for your skills. Get in touch today for a free consultation.

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This article provides tips to help support students with hearing impairments in school. Emphasizing on the importance of an accessible and inclusive learning environment.

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This article focuses on teacher friendly strategies to create a supportive environment for students with hearing impairments.

1. Collaboration - Working with a support staff

2. Clear Communication - Using visual aids in class and speaking clearly in class

3. Seating Arrangements - Make sure student is near the teacher and away from distractions

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This article is teacher related because it provides advice for teachers in order to effectively support students with hearing impairments in the classroom. The article is disability related because it focuses on the needs of the students with hearing impairments and how to accommodate these needs and have clear communication while doing so.

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Last updated:

Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner.

The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude.

The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.

Overview

This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed.

What Kinds Of Tests Are Covered?

Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided.

Examples of covered exams include:

High school equivalency exams (such as the GED);

High school entrance exams (such as the SSAT or ISEE);

College entrance exams (such as the SAT or ACT);

Exams for admission to professional schools (such as the LSAT or MCAT);

Admissions exams for graduate schools (such as the GRE or GMAT); and

Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).

What Are Testing Accommodations?
Testing accommodations are changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests.
Examples of the wide range of testing accommodations that may be required include:

Braille or large-print exam booklets;

Screen reading technology;

Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;

Extended time;

Wheelchair-accessible testing stations;

Distraction-free rooms;

Physical prompts (such as for individuals with hearing impairments); and

Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Who Is Eligible To Receive Testing Accommodations?

Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual's impairment substantially limits a major life activity.

A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be "substantially limited" in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example:

The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks.

The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects.

A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain.

A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population.

What Testing Accommodations Must Be Provided?

Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual's aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual's aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual's impairment (except where the impaired skill is one the exam purports to measure).

Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one's ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual's understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation.

What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations?

All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation.

Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.

Examples of types of documentation include:

Recommendations of qualified professionals;

Proof of past testing accommodations;

Observations by educators;

Results of psycho-educational or other professional evaluations;

An applicant's history of diagnosis; and

An applicant's statement of his or her history regarding testing accommodations.

Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation.

Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test.

Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT.

Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP)³ or a Section 504 Plan,⁴ he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations.

Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request.

Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate.

Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate's request for the same testing accommodations without requesting further documentation.

First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate's history, including informal testing accommodations, to determine whether that history indicates a current need for testing accommodations.

Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists.

Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor's letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam.

Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry.

Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations.

A qualified professional's decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report.

How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations?

A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test. In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities.

Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA.

Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. "Flagging" is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities.
To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number:
For persons with disabilities, this publication is available in alternate formats.

Duplication of this document is encouraged.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Originally issued:

Last updated:

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This document provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests.

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This article explains what people with disabilities are entitled to under ADA. The article emphasizes how ADA provides fair testing for people with disabilities.

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The key points in the article are:

1. Types of Accommodations

Assistive Technology

Alternative Formats

Extended Time

Breaks

2. Right to Accommodations

3. Fairness and Equal Access

4. Requesting Accommodation

A clear description of the disability

Documentation of the disability

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This article is disability related; it focuses on testing accommodations for individuals with disabilities. Mandated by ADA to ensure individuals with disabilities have equal access to standard testing with their accommodations provided.

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This article is mostly school relate because it provides steps on how schools can better support and challenge these students. It is also teacher related because it offers strategies that teachers can use in their classrooms.

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This article provides strategies to help teachers meet the diverse needs of gifted students, helping both their emotional and intellectual growth.

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A few key points from the article are

1. Flexible Grouping - Letting gifted students collaborate with peers of similar ability levels and different ability levels.

2. Differentiated Instruction - Teachers should adapt their teaching techniques and style to provide more challenging assignments for the gifted student.

3. Independent Learning - Encourage gifted students to purse independent learning and projects to further their knowledge and abilities.

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Information about how Federal laws protect children with disabilities and ensure they receive a free appropriate public education, including 504 plans, and assistive technology programs.

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This article provides and overview of special education laws. It focuses on ensuring educational opportunities for children with disabilities.

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A few key points from the article are

1. Individuals with Disabilities Education Act (IDEA) - focuses on the education setting

1. (FAPE) Free Appropriate Public Education

2. (IEP) Individualized Education Program

3. (LRE) Least Restrictive Environment

2. Section 504 of the Rehabilitation Act of 1973 - ensures all students with disabilities have equal access to education.

3. American With Disabilities Act (ADA) - prohibits discrimination against individuals with disabilities in all areas of public life, employment, access to public services, and transportation.

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This article is primarily disability related as is discusses and focusses on the laws and policies that protect the rights of children with disabilities.

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Week 2 #2 - Reading and Literacy skills in Special Education

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Week 2 #2 - Reading and Literacy skills in Special Education

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Learners with disabilities benefit from more complex reading instruction

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Stanford education scholars Chris Lemons and Lakshmi Balasubramanian share strategies for helping students with intellectual and developmental disabilities learn to read.

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This article uses a study to discuss how learners with disables benefit from more complex reading instruction.

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1. Complex reading instruction benefits learners with disabilities such as dyslexia.

2. Traditional Approaches VS. New Findings - the traditional approach is often simplifying reading materials which overall stunts their growth.

3. Support - Exposing a student with disabilities to a complex text could be frustrating. It is important to have good support and strategies to help them understand and engage in the material.

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This article is primarily disability related as it focusses on how students with disabilities benefit from more complex reading. The article also mentions the challenges the traditional approach of simplifying material for these students.

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Week 2 #3 - Hearing impairments / deafness

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Week 2 #3 - Hearing impairments / deafness

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Here's a statistic that might surprise you: according to the CDC, as many as 15% of school age children have significant hearing loss in at least one ear. Hearing loss in children can vary from mild, where a child might have difficulty hearing over background noise, to severe, rendering a child completely deaf. Students who are deaf/hard of hearing (DHH) face special challenges in the classroom, but given the right accommodations, they can succeed academically. Here's what teachers need to know.

Know the signs of potential hearing loss in kids.

Severe hearing loss is usually identified before a child enters school. However, mild to moderate hearing loss may not be recognized until a child is older. Hearing loss due to injury, illness, or disease can begin later in life too. Teachers should know what signs of hearing loss to look for in their classroom and recommend a hearing screening as needed.

Kids are often reluctant to speak up when they can't hear well, so watch for patterns of behavior including the signs shown above. If a student regularly asks you to repeat instructions, misunderstands questions, or doesn't hear when you call their name, check in privately to ask if they're having trouble hearing. Even if they say they're not, continue to watch for signs and don't hesitate to talk with their parents.

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Recognize the challenges children who are deaf/hard of hearing face in the classroom.

Most teachers no longer use a traditional teaching style, facing the class while they lecture from the front. This is terrific for accommodating a variety of learning styles, but makes life in the classroom much harder for children who are deaf/hard of hearing, as they often cannot see the teacher's lips or hear them well when they move around the classroom. Here are some other ways hearing loss causes challenges in school.

Background Noise. For kids with mild to moderate hearing loss, background noise can be their biggest enemy. Since many classrooms are now a hum of busy activity all day long, it's much more likely these kids will miss or have difficulty hearing instructions or feedback.

Acoustics. When a teacher stays in one place, children who are deaf/hard of hearing can be placed close to them. But they still may not hear other students across the room, or pinpoint where a sound is coming from.

Back-lighting. For students who lip-read or work with a sign language interpreter, sitting facing a window or other strong light source makes it hard or impossible to see what's being said.

Note-taking. Taking notes while a teacher talks is a nearly futile task for children who are deaf/hard of hearing.

Difficulty Collaborating. Group work is common and helpful in most classrooms. But students who are deaf/hard of hearing find this difficult, as they often can't understand others. If they aren't comfortable asking for help, they're likely to be left out.

Social Concerns. Those same problems apply to social situations like lunch or recess. Kids with hearing loss can become isolated and have difficulty making friends.

Find more information about challenges facing students who are deaf/hard of hearing here.
Adjust your classroom and teaching style to help lip readers.

Children with any level of hearing loss may use lip-reading to get by. But lip-reading is not only a difficult skill to acquire; it also relies heavily on guesswork. In fact, it's estimated that only about 30-60% of words are seen clearly by lip readers. For the rest, it's like putting together a puzzle without having all the pieces. But teachers can make it easier for lip readers in the classroom.

Make eye contact, speak clearly and normally, but don't shout.

Always be sure you have the lip readers' attention. Ask if it's okay to touch their arm if you need them to look at you. Form your words clearly, and if you're a fast talker, make an effort to slow down just a bit. (All your students will benefit from this.) Talk in a normal tone of voice; shouting can actually distort your mouth.

Arrange seats in a horseshoe or circle.

Lip readers should be able to see all the faces in the classroom during discussions. When possible, a circle or horseshoe is ideal. If not possible, place them close to the front of the room in a seat of their choice, and always repeat any questions or comments from students they may not be able to see.

Reduce back-lighting concerns.

When a teacher or other students are lit from behind, their faces are much harder to see. Close curtains and use overhead lights to ensure everyone is equally well-lit during class.

Give hearing-impaired students a moment to identify who is speaking.

During discussions, new speakers should allow a moment for those who are deaf/hard of hearing to turn their way before talking. Avoid talking over one another so they can focus on one person at a time.

Learn to work with a sign language interpreter.

One way to accommodate kids who are deaf/hard of hearing is the use of a sign language interpreter during class. These interpreters are skilled experts who can make things better for both teacher and student, but you'll need to work closely with them to get the most benefit.

Seat the student close to and facing both the teacher and the interpreter.

Make sure the student can see both of you, and that you're both properly lit. (See concerns about back-lighting above.)

Speak clearly and use specifics.

Sign language interpreters can keep pace with most speakers, but they'll appreciate it if you talk clearly and at a regular pace. Make sure to use specifics when giving directions (for instance, say "put your name in the top left corner" instead of "put your name here".)

Provide vocabulary lists in advance when possible.

In classes like science, kids are always learning new vocabulary words. Sign language interpreters might have to learn them too, if the subject isn't one that's familiar to them. Provide them a list in advance of words relevant to the current topic, so they can see if corresponding signs exist and teach them to their student. When signs don't exist, interpreters will need to use fingerspelling, and they may need assistance with more complicated terms and subject jargon.

Talk directly to the student during class, not the interpreter.

Always interact directly with the student when asking or responding to questions or comments. You don't need to acknowledge the interpreter each time they speak for the student. Let them do their job while you do yours.

Make additional accommodations for children who are deaf/hard of hearing.

Along with lip-reading and interpreters, students may use technology like hearing aids, assistive listening devices, and captioning or transcription. With or without this technology, teachers can also make a variety of accommodations to help these students learn. In many cases, an IEP will detail the adaptations needed.

Face students when speaking, and be sure you have their attention.

This is a good tip for all teachers, in every class. Make eye contact with students so you know you have their attention. Avoid giving instructions while passing out papers or moving around the room. Speak clearly and at a normal speed. For students who are deaf/hard of hearing, ask how they'd like you to get their attention before speaking.

Provide study guides and pre-written notes.

Taking notes while listening to a lecture isn't an ideal way to learn for kids who are deaf/hard of hearing, even if they lip read or have an interpreter. Providing a general outline or pre-written notes, preferably in advance, is better. This allows them to pay attention and interact in class.

Allow time for students to review slides or handouts before speaking.

Slideshows are a great way to help all students follow along in a lecture. When you flip to a new slide, allow a minute for everyone to read what's there before talking. Students who are deaf/hard of hearing can't read a whiteboard at the same time they're trying to lip-read or look at their interpreter. The same goes for handouts or other visual aids.

Check frequently for understanding and questions.

Students who are deaf/hard of hearing might be unwilling to interrupt when they don't understand. Give them more opportunities by pausing more frequently to check for understanding (something else your whole class can benefit from). Additionally, make it very clear when you're about to change topics and move on to something else, and allow some time for final notes or processing.

Use technology to help you out.

We live in a brave new world! Take advantage of speech-to-text technology. Use detailed slideshows and chat/messaging programs. Show streaming movies with closed captioning turned on. Always be on the lookout for new ways technology can improve learning.

Teach other students to communicate with those who are deaf/hard of hearing.

One of the major drawbacks for children who are deaf/hard of hearing is that they can suffer socially. Open up a better, brighter world for them by encouraging your other students to learn how to best interact with them. Teach your class basics signs and fingerspelling. Help them learn the best ways to talk to a lip-reader. Seek out playground games that don't involve hearing. Pair a kid who is deaf/hard of hearing with a friendly buddy classmate who can assist them as needed. Plan field trips that all your students can enjoy. Above all, don't let a student who is deaf/hard of hearing feel isolated and avoid singling them out whenever you can. They really just want to be "normal" kids, so help them feel that way when you're able.

Resources
Books: Online: How do you help students who are deaf/hard of hearing succeed? Come share on the WeAreTeachers HELPLINE Facebook page. Vision loss can also cause students to suffer academically. Learn the 9 signs that could mean your student has a vision problem here.

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A Teacher's Guide to Hearing Impairment in Children

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Know how to recognize and accommodate children who are deaf/hard of hearing in your classroom. Learn how to work with lip readers, interpreters, and more.

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This article focusses on the importance of understanding, communicating, and support needed to create a positive learning environment for children who are deaf or hard of hearing in the classroom.

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1. Effective Communication Strategies - Speak clearly and use visual aids

2. Use of Technology - technology like hearing aids and cochlear implants are important tools for supporting communication

3. Classroom Adjustments - Sitting the student with hearing loss at the front of the class to minimize extra noise

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This article is mostly disability related but it's also teacher related because it provides strategies for teachers to use to support these students.

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The suggestions offered here range from simple to complex, and anyone can start to create the ripples that shift classroom and school culture.

Building Safety and Inclusion in Multicultural School Settings

1. Focus on how you might personally experience deep empathy. We all learn differently, so your empathy-building process might entail watching Ava DuVernay's documentary 13th, or Bryan Stevenson's TED Talk " We Need to Talk About an Injustice." Or you could look for curricula on race and racism. Since there's no shortage of resources, try to discover first-person experiences. Take a deep breath, imagine yourself in those shoes, and withhold judgement. Share and model your inquiry and learning with students.

2. Curate your newsfeed, engage, and listen. Stay up to date with a few influencers, like Dr. Joy DeGruy or Professor Christopher Emdin, and news sources that inspire and challenge you to honestly confront difficult conversations on race and bias, from NPR's Code Switch to The Root. But limit these, so you don't get overwhelmed and shut down. Follow key hashtags like #Educolor on Twitter, to be aware of social justice and equity conversations. Spend time learning and listening to the conversation before opining on it.

3. Build your social justice vocabulary. Learn the meaning as well as application of terms like false equivalency, microaggression, Jim Crow, culturally responsive, white privilege, and allyship, among other terms. Watch out for coded language and call out prejudicial talk. As Professor Howard Stevenson says, "By practicing racial literacy, we can learn to not be so fearful and learn to problem-solve together, rather than run away from conversations about race."

4. Value stories and perspectives. Encourage your students to articulate their narratives, starting with learning the stories of individuals in their community. The Out of Eden Walk can serve as a framework for noticing the stories around us and discovering our own. Ensure that your classroom book collection and curriculum include high-quality stories that represent all the students in your class. Practice noticing who's writing the articles and stories you read. If you don't know where to begin, consult your librarian or simply search "diverse books." The Global Education Toolkit includes an appendix with 326 multicultural book titles for grades pre-K through 6.

5. Display your class values prominently. Establish ground rules for active listening in class. Take the time to reflect on values so they don't feel like a laundry list. Students can respond to prompts like: "What do you stand for? How might we demonstrate that in our classroom or daily lives?" or "What might loving-kindness (or empathy, respect, generosity) in our classroom look like? How do we get there?" If there's enough safety among students, they can share their writing in pairs.

6. When welcoming new students, learn to correctly say their name. If possible, visit families in their homes at some point in the year to deepen your relationship. The start of each school year can come with special anxiety for kids whose names are perceived as different-I know this too well. Your small effort to pronounce the name correctly, and not look perplexed while taking attendance, can offer a great relief and be incredibly welcoming.

7. Practice visible learning routines. Try See, Think, Wonder and Think, Pair, Share. Engage groups of two to three students in discussing prompts like "I see _____" (about something they're observing), "I think _____" (about what they think might be going on), and "I wonder _____" (which allows students to engage their curiosity). Or reserve time for quiet thinking before pairing and sharing ideas, which builds critical reasoning and safety among learners of different temperaments, cultures, and capacities, and illuminates diverse perspectives through group work.

8. Build global competence. As long as we keep isolating global learning from diversity work in schools, these priorities will both be minimized. We can connect these efforts through many techniques, like the Global Competence framework, and by encouraging professional collaboration across interest areas.

9. Relax and focus. Use relaxation strategies centering in mindfulness prior to conducting difficult conversations on Monday morning-these discussions require their own, set-aside time-to start the week and help unify students.

There's no shortage of techniques that can build safety and inclusion, and your willingness to try any of them sends a strong signal to your students, that their learning, engagement, and voice really matter.

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Being open to talking about race helps foster safety and unity in a multicultural classroom. Here are nine tips to help you prepare.

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This article focuses on practices that benefit all students by promoting differentiated instruction, collaborating with specialists, and integrated social-emotional learning.

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This article is mostly teacher related as it provides teachers with strategies for creating an inclusive classroom. The article is school related because it discusses practices that can be implemented into classrooms and school-wide levels to foster inclusivity.

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Some key points form this article are

1. Creating an inclusive classroom - This will benefit all students, not just those with disabilities.

2. Differentiated Instruction - Teachers need to adapt their lessons to meet the needs of every student.

3. Collaboration - Teachers should work with special education professionals to ensure students with disabilities receive the support they need.

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Week 2 #5 - Bilingual learners and special education 

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Week 2 #5 - Bilingual learners and special education 

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Over the past 45 years, educators have come to recognize the unique needs of culturally and linguistically diverse students with exceptionalities (CLDE). This awareness helped establish the field of bilingual/ESL special education. This interface between bilingual, English as a second language (ESL), and special education has attempted to address the educational needs of these CLDE students. This article focuses on students learning a second language with a disability, the present state of practice, and recommendations for future practice.

What is Bilingual/ESL Special Education?

Bilingual/ESL special education may be defined as "...the use of the home language and the home culture along with ESL in an individually designed program of special instruction for the student" (Baca, n.d.). Its theoretical framework is based on three fundamental perspectives:

Sociocultural theory: The manner in which learning is connected to students' cultures and communities.

Cultural capital and funds of knowledge of the community: The resources that come from the students' cultures and communities.

Principles of effective learning: The principles that include teachers and students producing work together, developing language and literacy across the curriculum, connecting school to students' lives, teaching complex thinking, and teaching through instructional conversations.

The collaborative consultative model has become a central tenet of bilingual/ESL special education. Rather than special educators being responsible for direct provision of services to students with special needs, these specialists work as consultants to general educators. This idea stems from the realization that unless the special education intervention actually eliminates the students' academic problems, they will still experience difficulties during that part of the day when special help is not available. Therefore, consultation seeks to modify the students' classroom experiences on a full-time basis by collaboration between specialists and classroom teachers. Ideally, this helps not only the students with special needs in particular, but also provides indirect assistance for other students who are not officially eligible for special services, and provides direct support for the teacher. Language/ESL specialists are part of this collaborative model as they support classroom teachers and special educators.

Current Issues in Practice

The educational landscape has changed a great deal since the passage of the Individuals with Disabilities Education Improvement Act (IDEA, 2004). More and more states are following a Response to Intervention (RTI) process to decide which students qualify for special education. No longer is eligibility determined by establishing a discrepancy between students' potential, as measured by an intelligence test, and their achievement. Thus, RTI addresses some of the long-standing concerns about biased assessment procedures with ELLs (English language learners). Yet RTI tends to be implemented in one-size-fits-all ways that do not adequately take into account the diverse needs of these students (Klingner & Edwards, 2006). And although intelligence tests are not administered with the same frequency as in the past, some problematic assessment procedures continue.

One reason for moving to RTI was to address overrepresentation of culturally and linguistically diverse students in high-incidence special education categories (i.e., learning disabilities, intellectual disabilities, and emotional disturbance). Though overrepresentation had been a concern for more than three decades (Dunn, 1968), the phenomenon came under increased scrutiny with the publication of a National Research Council report in 2002 (Donovan & Cross, 2002). The report showed dramatic overrepresentation among African American students in the intellectual disabilities and emotional disturbance categories, and wide variability across and within states in placement rates among Latino students in the learning disabilities category. Since the publication of that report, additional research has pointed to important differences in special education placement rates among different subpopulations of ELLs. In their investigation of special education placement rates among ELLs in several school districts, Artiles, Rueda, Salazar, and Higareda (2005) found that older ELLs were overrepresented in special education, but younger students were not. ELLs in English-only programs were more likely to be overrepresented than students in programs with some native language instruction. Sullivan (2011) recently examined placement patterns in Arizona and found that ELLs were more likely to be identified as having learning or intellectual disabilities than in previous years (prior to English-only legislation) and less likely to be served in the least restrictive educational environments relative to White peers.

The majority of students in special education have reading disabilities. Although they are still in the process of acquiring English as a second or additional language, they are more frequently taught in English than other CLDE students, typically without support for their English language development (Zehler et al., 2003). There are multiple reasons for this. One is that too few special education teachers have been trained in English language acquisition and lack the skills needed to help their ELL students. Another is the misguided belief by some that once CLDE students receive assistance in special education, all of their needs can be met by special educators. Rarely are the special education services they receive optimal.

Looking forward, special education for CLDE learners requires reforms to better meet their needs. The focus of reforms should be on assessment as well as on instruction and support services, with the goal of creating a more equitable system for all students in education by making sure students' needs are accurately identified and that those needs are addressed through high quality instruction. The first facet of reforming the way educational systems address CLDE students in special education is the accurate assessment of disabilities that takes into account the process by which a second language is acquired. A reason for the overrepresentation of bilingual students in special education is that the traditional assessment process cannot adequately distinguish between language acquisition and learning disabilities. Evaluations for learning disabilities give insufficient consideration to the effects of language acquisition on learning or on the assessment process (e.g., Figueroa & Newsome, 2006; Klingner & Harry, 2006).

Secondly, creating valid assessments of bilingual academic proficiency is integral to halting the overrepresentation of bilingual students in special education (Klingner & Artiles, 2003). A common misconception is that a bilingual student is a combination of two languages operating independently in the student, rather than recognizing the dynamic interplay of different languages (Grosjean, 1985). Instead of evaluating the entirely unique system of bilingual language acquisition, bilingual students are measured in terms of their proficiency in one language only in comparison with monolingual peers. According to traditional assessments, a monolingual student is considered to be at the correct developmental level if, for example, she can name five colors in English. However, the bilingual student who knows three colors in English and three colors in Spanish would be considered as lacking or behind when looking at her knowledge in only one language, when in fact she has a more extensive vocabulary (six colors altogether). By improving assessment practices, hopefully fewer bilingual students will be placed in special education for needs they do not have.

Also important is the manner in which CLDE learners' needs are supported in the classroom. When ELLs are identified as having disabilities, their need for instruction in English language development does not end. In other words, ELLs with disabilities need the services entitled to students with disabilities as well as the services designed to support ELLs. They benefit from: (a) culturally and linguistically responsive teachers, (b) culturally and linguistically responsive and relevant instruction, (c) a supportive learning environment, (d) assistance with English language acquisition (such as oral language, vocabulary, and academic language development), (e) support in the general education classroom to help them access the general education curriculum, and (f) intensive research-based interventions designed to help them improve their academic skills in targeted areas.

English language learners without disabilities, on average, require three to five years in order to become orally fluent in English as a second or additional language, and four to seven years to become academically proficient in the language (Hakuta, Butler, & Witt, 2000). This highlights the need for instruction in a student's primary language to support their learning while they are acquiring English, especially for students with disabilities who may require more time to become proficient in a second language.

These examples present a clear direction for bilingual/ESL special education. Revised assessment practices are needed to make sure that bilingual students are not being misdiagnosed with disabilities and placed into special education. Once a student is found to have a disability, a different approach from "business as usual" is needed. Teachers must be trained in language issues so that they can support CLDE students in the acquisition of English though a variety of culturally and linguistically responsive teaching methods. And, more research is needed on high level teaching practices that are effective for CLDE students. As educational practices shift, special education for bilingual students can become more supportive of the challenges they face and more cognizant of the many strengths and rich potential they bring to the classroom.

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Impact | Volume 26, Number 1 | The Present and Future of Bilingual/ESL Special Education

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Over the past 45 years, educators have come to recognize the unique needs of culturally and linguistically diverse students with exceptionalities (CLDE). This awareness helped establish the field of bilingual/ESL special education. This interface between bilingual, English as a second language (ESL)…

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This article emphasizes the need for better teacher preparation, research to improve services for this population, and assessment tools.

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A few key points from this article are

1. Challenges for bilingual students with disabilities - Challenges due to the fact they need to address both language barriers and disability-related needs.

2. Collaboration Among Professional - Collaboration is key between special education teachers and speech-language pathologists.

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This article is disability related because it focuses on the educational needs of bilingual students with disabilities and how to support them in the classroom.

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Teaching Students with Mobility and Health Impairments | myUSF

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Mobility impairments are often due to conditions such as cerebral palsy, multiple sclerosis, muscular dystrophy, or spinal cord injury. Students may use crutches, braces, or a wheelchair, and in a few instances, may be accompanied to class by a round-the-clock nurse. Health-related impairments are o…

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Teaching Students with Physical and Mobility Disabilities

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This page provides information for IUP faculty and staff members on teaching students with physical and mobility disabilities.

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The classroom games you choose to play with students may become their favorite memories. (I still remember playing Heads Up, Seven Up in Mrs. Merar's first grade class!) Classroom games are a great way to build collaboration and community and practice important skills. Plus, they're fun!

Benefits of Classroom Games

Classroom games capture what kids are naturally good at-playing-to improve other skills. Games support kids' executive functioning skills, things like planning, organization, turn-taking, and problem-solving are all skills that students need to be successful. Playing games, from Memory to Monopoly, gives kids experience in focus and concentration, working memory, and flexibility in safe spaces where they can grow and stretch these skills. Plus, they're a fun way to learn more about how your students think and work together.

In addition to all the classroom games listed below, check out our lists of most loved educational board games and best board games for 6-to-12-year-olds.

Here are our favorite classroom games that you can use to teach, reteach, and engage students.

Games for Practicing Academic Skills

Classroom games can help students practice things that they need to know-like multiplication tables, vocabulary words, and science facts. They're great ways to do a quick review or practice for a quiz.

Math (or Fact) Baseball

Divide the class into two teams. One team is "at bat" and scores runs by answering questions that are worth one, two, or three bases. You "pitch" the questions using flash cards. If the at-bat team answers correctly, they move around the baseball field and rack up runs. If the at-bat team does not answer correctly, the defending team can respond correctly to earn an out. Once the at-bat team has three outs, they switch.

You can also put students into pairs and have them play a partner version.

Why we love it: This game is great for upper elementary students who are able to follow the game and will love the strategy of earning runs.

Beach Ball Toss

Write questions on the sides of a plastic beach ball. You can write questions about a story (plot, theme, setting, characters, structure), about math (write numbers 1 through 6 on the beach ball and students have to select a math problem based on the number they choose), or simply silly questions that students can answer. As students catch the ball, they answer the question. When they've answered, they throw the ball to the next player. If you're working with material that may be new for some kids, you can give each kid one "pass" and they can share the problem-solving with another student.

Why we love it: It's flexible and works with students' eye-hand coordination.

Buy it: Beach Balls at Amazon

Learn more: More Than Elementary

Pictionary

Create a list of topics that students can visualize (think: science concepts, vocabulary words). Students work either in two teams for the entire class or in small groups that are divided into two. One student selects a card and has to draw an image that the other team uses to guess the word. The rest of the group guesses the term that's being drawn. Add a timer for an added challenge. Provide additional differentiation by allowing students to provide one, two, or more letters in the word as well.

Why we love it: Kids who have strengths in drawing and thinking outside the box can really shine.

Learn more: Differentiation Daily

Simon Says

There's the Simon Says you know from the playground and the Simon Says classroom game. In this Simon Says, tell students to do something that lets them show off what they've learned or practices a skill. So you might say, Simon Says spell "conundrum." Or Simon Says solve this equation. Play either as a whole class with you as Simon or in small groups with cards of prompts that students can use when they take turns being Simon.

Why we love it: In addition to practicing skills, students also practice listening and impulse control.

20 Questions

Prepare cards with related words or topics. Group students into teams of two to four students. One at a time, students choose a card and the others have to try to guess what the card is by asking questions that can only be answered with a yes or no. Keep track of how many questions are asked, because you're only allowed 20 questions to get to the answer. Have students put aside the cards they didn't get for review.

Why we love it: Students practice working memory as they add new information to what they already know.

Also, Guess in 10 is a great 20 Questions-style game played around various topics, including animals, countries, and cities.

Buy it: Guess in 10 at Amazon

Memory

Memory is a game that students can do with any content-vocabulary words paired with their definitions, chemistry terms paired with images that depict them, or text structures paired with graphic organizers. First, have students create card pairs. Shuffle the cards and put them on the table. Take turns flipping cards over and finding the matching pairs.

Why we love it: Memory is so versatile you can use this game with anything from procedures to vocabulary to history facts.

Buy it: Blank Memory Cards at Amazon

Charades

In charades, students choose a card and act out the information on the card. For a unit on weather, you may have the words cloud, tornado, or hurricane for example. Scaffold this game with three rounds. In the first round, students can explain the topics using a few words. Then, in the second round, they can only use one word to describe what they are acting out. And in the third round, they have to be completely silent, using only their bodies to act out each word.

Why we love it: This game gets students up and moving around and thinking creatively about how to show what they know.

Learn more: Savvy Apple

Hot Seat

Put students in the hot seat to review the plot points of a story, practice answering questions, or review for a science test. First, choose vocabulary to review. Then, select a student to sit in the hot seat. The other students ask questions about the topic or information. The student in the hot seat must answer as quickly as possible. If their answer is correct, they stay in the hot seat. If they get a wrong answer, they can pass the seat to someone else. (You can take the pressure out of this game, which can make some students nervous, by removing the timed aspect.)

Why we love it: Hot Seat is a great way to get students to practice information they need to have right at the tip of their tongue.

Scattergories

Scattergories can be played for academics or for fun. It also helps students improve their creative thinking. You'll need a list of at least 10 categories-mix serious topics with silly ones. Then, select a letter of the alphabet. Have students brainstorm words to go with each category that starts with that letter. So, if the categories you have are Weather, Bees, and Favorite Places, and the letter is H, students might write: hurricane, hive, Hawaii. Give a set amount of time for students to complete their own brainstorm, then share out. Students can rack up points for the number of categories that they complete. And sharing out helps them connect their brainstorming with everyone else's.

Why we love it: The boundaries that kids have to work in when playing Scattergories is ideal for inspiring creativity.

Get printable Scattergories sheets on Pinterest.

Fix It Relay Race

Divide the class into teams of four to six students, and prepare sentences that each have an error-it could be a factual error for content classes or grammar or spelling mistakes for language classes. Arrange students in a line, with students standing a few feet apart. The first student in each team must correct one mistake in the sentence they are given. Then, they pass the card to the next teammate. The next student corrects another mistake. This continues until each team member has seen the card and they think all the errors are corrected. Then they run the card to the front to complete the relay.

Why we love it: Teams work together to complete each task.

Buy it: Fix It Sentences at Teachers Pay Teachers

Who Am I?

This is another classic game that can be adapted to any academic content. Each student gets a card that is taped to their back or their forehead. The card has a name of a person you're studying or a topic on it. Then, the students circulate and ask questions of other people to try to figure out who or what is taped to them.

Why we love it: This game is easily differentiated by providing students with personalities that you know they are familiar with, and by providing them with questions to ask or a checklist of personalities that they can be thinking about as they figure out who everyone is.

Word Scramble

Each student or group has a word. The goal is to pull as many words out of the original word as possible within the time limit.

Why we love it: Word Scramble encourages flexibility, and students may be surprised at what they see in each game.

Stickyball Bingo

Create a bingo board on your whiteboard with the words that you want students to work with or the math problems you want them to do. Then, have students throw a sticky ball at the board to select their game.

Why we love it: When their aim is poor, students may have to answer questions that push them out of their comfort zone.

Musical Chairs

Prepare a list of discussion questions or prompts. Students choose a card, then walk around the room while music plays. When the music stops, they find a partner and work on the questions they see on the card. You can prepare cards with math or science problems, questions from social studies, getting-to-know-you questions, or silly questions. Changing the type of questions that students are working with keeps this game fresh.

Why we love it: Musical chairs really gets students up and moving, and if you remove the loss of a chair each time, all students can stay in the game.

Check out these school-appropriate songs kids love.

Flashcard Duel

Students each have a set of flash cards and use them to "duel." In pairs, students show each other a flash card one at a time. If they answer the card right, they get to keep the card. If they don't, their partner keeps the card.

Why we love it: It's fast-paced and easy for students to pick up and play during a few minutes of downtime.

Classroom Games for Communication

Games that require students to talk and listen to each other are great ways to encourage communication.

Yes, No, Stand Up

Have a list of sentences prepared. When you read a sentence, students stand if their response is yes and stay seated if it's no.

Why we love it: Students practice listening skills and inhibition by standing or not in response to your questions.

Blind Square

Use a long rope and blindfolds. Have students stand in groups of four, then put the blindfolds on and hold the rope between them so it creates a square. They have to work together to put the rope down on the floor in front of them.

Why we love it: This game is great for middle schoolers to learn to work together.

Odd One Out

Prepare this game with a set of words or phrases written on slips of paper. Have students work in pairs or small groups to categorize the words or phrases as they relate to each other. Students have completed the game when they find the odd one out. So, students may have a group of four people from the Revolutionary War but only three who were presidents, so the one who is not a president is the odd one out.

Why we love it: Odd One Out requires students to use critical thinking and working memory as they come to each answer.

Can You Hear Me Now?

This is a fun warm-up or cool-down for the day. It's also a great classroom game to play if you're teaching virtually. Play as a class or in groups. Each student takes a turn describing an item for the others to draw one step at a time. For example, if the object were "cat," the description might be: Draw a circle. Draw two triangles on top of the circle. And so on until a cat is drawn. It'll surprise students how their directions are interpreted, and how hard it is to get people to follow their directions.

Why we love it: This is a humorous way to reinforce that students need to be clear in their directions and listen to yours.

Classroom Games for Collaboration and Team Building

Games that require teamwork are ideal for helping kids practice collaboration in short bursts and around a common, if silly, goal.

Minute To Win It

Challenge your class to compete in tasks that can take under a minute. You could:

Speed-stack paper cups.

Roll a coin between fork tongs.

Transfer pom-poms with chopsticks.

Build a tower out of marshmallows and toothpicks.

Pass a balloon from one person to another without using your hands.

Put together a puzzle.

Why we love it: It's a quick way to engage students and shift students into a positive frame of mind.

Learn more: Fun and Easy Minute To Win It Games

Over the Electric Fence

Put two chairs in a row, and tell students that they are connected by a wire that is 3 feet high. Even better, string a rope 3 feet high. Students have to imagine that this is an electric fence and if they touch it they are dead. They'll help everyone get over the fence and work together to do so. Make it even more challenging by telling students that they have to hold hands while moving everyone from one side of the fence to the other.

Why we love it: Students will have to slow down and figure out exactly how to solve the problem.

Minefield

Create a square in your classroom using tape. Then, place plastic cups or cones around the inside of the square. This area is the minefield. Break students into pairs. One student is blindfolded and the other leads them. The students have to cross the minefield without touching or knocking down the plastic cups. The non-blindfolded student gives directions and the blindfolded student must follow them to cross the minefield without blowing up a "mine" or knocking over a cone.

Why we love it: Students will get out of their comfort level while playing this game.

Freeze Tag

Start with general everyday scenes (eating dinner, brushing teeth). Have two people act out a scene while everyone else watches. After a time, stop the scene and have someone swap out for a new player. Then, they have to change how the scene is being done. They could, for example, turn eating dinner into taking care of a pet. Once students are familiar with the game, make it more challenging with prompts from the book you're reading or history scenarios (e.g., Washington crossing the Delaware turns into the French Revolution).

Why we love it: This game gives older students the opportunity to work with a variety of people and get creative connecting scene to scene.

Check out more team-building activities for kids and cooperative games for kids.

Classroom Games for Fun

Sometimes you need classroom games that simply let students have fun and blow off steam!

Freeze Dance

This is a great brain break. Put on music and dance (challenge kids to a Floss-off or the Macarena to get everyone moving). Then, pause the music and any student who unfreezes before the music starts again is out.

Why we love it: You'll see some students come out of their shells once the music starts.

Heads Up, Seven Up

Why we love it: This is a classroom game we remember from our elementary school years, and now we're passing it along!

Tic-Tac-Toe

Use a version of tic-tac-toe during the dreaded indoor recess or as a brain break.

Tic-tac-toe with Hula-Hoops:

Human Tic-Tac-Toe:

Why we love it: Whichever version you choose, tic-tac-toe is a quick game that's always a winner.

20 Objects

Place a number of objects (up to 20) on a table (or post on a slide with 20 words or pictures) and have students take one minute to try to memorize as many as they can. Then, cover the objects or hide the slide and have students write down as many as they can remember. Play this game once a week or so and see how students improve their memory strategies.

Why we love it: Students will sharpen their focus and memory skills trying to remember as many objects as possible.

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27 Classroom Games Students Will Want To Play Again and Again

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Sometimes classroom games are just what students need! Here's our go-to list of 27 games for learning and fun.

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Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that we can teach these students how to learn. We can put them into a position to compete!

Specific strategies apply to specific learning disabilities and many are outlined here. You will also find tips for working with children who have Attention Deficit Hyperactivity Disorder (ADHD).

If you suspect a student in your classroom has a learning disability it is important to know how to accommodate their needs and differentiate instruction. It can be a daunting and complicated task. But don't despair. LDA is here to help you understand learning disabilities and lead you and your student to the right support systems.
Learn more about LD

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Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning.

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Week 3 #5 - Emotional / Behavioral Disabilities 

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Week 3 #5 - Emotional / Behavioral Disabilities 

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Supporting Emotional and Behavioral Disabilities in the Classroom

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A list of best practices to help teachers support students with emotional/behavioral diabilities in the classroom.

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This article is school related because it focuses on fostering an inclusive environment. This article is teacher related because it provides practice strategies for teachers. This article is disability related because is addresses specific mobility and physical challenges faced by students.

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1. Make physical adjustments to the classroom

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This article offers great strategies for teachers with students who have physical and mobility disabilities. The article stresses the importance of having an accessible classroom as well as understanding the individual needs of every student and fostering an inclusive learning environment.

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This article offers some guidance for teaching students with mobility impairments. The article highlights how important ensuring classroom accessibility is. Along with providing some alternatives for assignments. adding and using assistive technology, and also collaborating with disability services.

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The article is teacher related as it gives practical solutions and strategies for inclusivity and necessary accommodations. The article is school related because mentions establishing accessible learning environments.

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1. Have flexible teaching in the classroom

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Games improve children's functional skills.

Games will also improve their memory and their focus and concentration.

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The article is school related because it encourages a fun learning environment. The article is teacher related because it offers practical game ideas to support teaching.

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This article lists 39 engaging classroom games to enhance learning and social skills. The article gives game descriptions, objectives, and adaptability for various ages and subjects.

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The article offers teaching strategies, legal information, guidance on accommodations, and lastly, the best practices for creating an inclusive classroom. The article focuses on ensuring accessibility for students with various learning needs and on enhancing learning experiences.

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1. Create an inclusive classroom

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The article is teacher and disability related as it provides resources to support students with learning disabilities.

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This article offers strategies to support students with behavioral and emotional disabilities in the classroom. It emphasizes building good, positive relationships, providing a structured environment, and understanding triggers. The main focus is collaborating with families, individualized interventions, and promoting emotional regulation.

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1. Build a positive relationship

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This article is teacher and disability related as is offers strategies to support students with behavioral and emotional disabilities by promoting positive relationships, individualized interventions, and a structured environment.

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Week 4 #1 - Strategies for working with exceptional children

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Week 4 #1 - Strategies for working with exceptional children

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Students with communication disorders actively engage in learning alongside their peers using assistive technology—a practice that enriches the educational experience for all students.

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A Systematic Review on Inclusive Education of Students with Visual Impairment

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This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers’ attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short- and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.

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Editorial Group: Cochrane Developmental, Psychosocial and Learning Problems Group. ✉Corresponding author.

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Speech and language therapy interventions for children with primary speech and/or language disorders

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This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: To determine the effectiveness of speech and language therapy interventions for children with a primary diagnosis of speech and/or language disorders. The review ...

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The article help people understand IEP's and how they are developed. It explains the different stakeholders involved and how effective these plans are to support students with disabilities.

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1. Calls for improvements in training, policy, related to IEPs

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Teacher related, Disability related, and School related 

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This article is teacher, school, and disability related because it highlights the role of teachers in IEP development. Talks about hoe IEPs are implemented across schools and how school resources and affect the process. Lastly it talks about how students with disabilities individual needs are not always addressed in the IEP process.

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1. A huge concern for teachers is feeling unprepared for an inclusive education

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The article has two main focuses throughout, challenges students face and general education teachers' perceptions.

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The article is teacher, school, and disability related because it talks about teachers' preparedness, and attitudes. The article also mentions the challenges inside the educational environment. The article focuses students with visual impairments and what specific challenges they face.

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The article talks about whether teachers can identify EBPs and how comfortable and confident they feel in implementing them.

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1. A lot of special education teachers lack training on how to identify and implement EDPs

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4. Proper implementation of EBPs is access to training, resources, and ongoing professional development

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This article is teacher, and school related because its main focus is teachers' knowledge, professional development, and perceptions. The article mentions issues like gaps in training.

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The article outlines how assistive technology is fundamental for students access to educational curricula, promotes academic success, and it enhances classroom participation. The article focuses on the collaborative rols of educational audiologists, speech-language pathologists, and other professionals for implementing the correct assistive technology for individual student needs.

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1. Multiple types of assistive technology such as text-to-speech applications and tablet/computer-based resources

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This article is teacher, school, and disability related as it mentions integrating assistive technology into classrooms. The article also highlights the importance of educators, audiologists, and applying assistive technology to support students' communication and learning. The article also focuses on supporting students with language, hearing impairments, and communication through individualizes assistive technology.

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The article offers a protocol for a future systematic review, it also highlights the effectiveness of speech and language therapy. The articles main target is children who have difficulty with vocabulary, grammar, phonology, or speech sound production.

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1. Types of interventions - individual vs. group sessions and direct vs. indirect therapy

2. 5-8% of children have a speech/language disorder

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The article is teacher, school, and disability related because it offers ways SLT can be integrated into school, focuses on children with speech/language impairments, and how important teacher collaboration is.