# data[].attributes.body
CRSP 9. Promotes non-essentializing conceptualization of culture, including multiple cultural dimensions

# data[].attributes.headline
Meaningful Relationships: The Heart of Teaching Students with Disabilities (for Educators)

# data[].attributes.subject
Meaningful Relationships: The Heart of Teaching Students with Disabilities (for Educators)

# data[].attributes.body
CRSP 1.2 AND 1.4: Uses appropriate cultural referents and ability identities to co-construct knowledge and foster the development of the whole child/youth AND Actively promotes allyship to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole

# data[].attributes.attachment_link.readable_text
In the world of teaching that can be overwhelming, find happiness in the fact that great improvement can be derived from taking the time to form a bond with students. In the first of a two-part blog, BetterLesson 7th grade Science Master Teacher and 2017 MSTA Middle School Science Teacher of the Year, Leigh Ann Roehm shares her journey as a teacher of students with diverse learning styles and students with special needs sharing key teaching moves and strategies to strength-based teaching.
At the end of another teaching day, I made my way through hallways of noisy students headed to a staff meeting. On my way I noticed that I had received a voicemail from my younger brother, Andre, but it would have to wait. In the meeting, administration led the staff through a self-discovery activity. On the handout I saw the word "Me" at the center of a web. My task was to write eight words in the web that represented me.

I knew immediately one descriptor I would share, "Sister of Andre." Prior to his birth, my brother Andre had a stroke. He was born with cognitive deficiencies, physical disabilities, and behavioral struggles that would affect his entire life. I grew up watching my parents advocate for his education. I watched as incredible educators shaped his life and welcomed Andre and was saddened as I observed some educators struggle to help Andre become an active member of the classroom. From these experiences, I felt a calling to become an educator. I wanted to help all students learn.

I left the staff meeting that day and got in my car, still wondering, "Who am I as an educator?" I played the voicemail Andre had left me earlier that day. Hearing his voice I quickly realized that Andre's voicemail was him singing me a song. My 30 year-old brother, still at the developmental level of a 5 year-old, sang clearly and confidently.

When you look at me, I hope that you will see, Not just the things I can't do, Sometimes it's hard to see.

I cried. It dawned on me that I had a new descriptor of who I am as an educator. Andre had taught me that I am a builder of relationships.

This video is a compilation of pictures of my brother with my daughters set to the voicemail Andre left me on that day. The words of Andre's song were so inspiring to the educator side of me.
Reaching all students is a challenging task for any educator. All students enter our classrooms at a different place, with their individual strengths and struggles. When working with students that have disabilities, there is no one strategy, one resource, one educational program that can work for every child. Helping students with disabilities reach their academic success will always be an area that we as teachers are striving to improve.

Andre's message to me as an educator was that students with disabilities "do the best they can everyday." Therefore, it is vital as teachers to instill deliberate and intentional time for relationship building with the students. I need to see "not just the things (they) can't do," but also what they as unique individuals can "do". While there will never be one way to reach all students, I can confidently say that at the heart of every success story I have had with students, is a meaningful relationship between the student and me. At the end of the day, teachers are builders of relationships.

Here are some strategies that can be utilized to build meaningful relationships:

Greetings and salutations

There is a profound power in the word "hello." Find a way to show sincere joy when your students arrive. Whether it's a fist bump, a high five, a secret handshake, or a simple "hi," greetings and salutations go a long way to show your students you care. An example of a daily way to create these human interactions is in the BetterLesson Thresholding to Greet Students at the Door strategy.

Talk to your students

In the hustle and bustle of the teaching day, build in intentional time to sit and just talk to your students with disabilities. Even when you feel the pressure to get back to academics, feel confident that two minutes talking to a child about what they are interested in will produce larger dividends in productive, academic work than you may imagine. For example, I Wish My Teacher Knew is a strategy you could use to get to know your students better.

Model risk-taking and vulnerability

It is challenging for students to work outside their comfort zones. However, if they see that you are willing to take chances yourself, students believe they can do it too. I take time to talk about my failures. I share stories about my family. I explain the challenges I had when I was in school. I try new strategies in my classroom and let the students know that I could use their help in "tweaking" it if it doesn't go well. Modeling risk taking and vulnerability builds trust. A great place to introduce and support students in taking risks is in a Class Meeting or Morning Meeting.

Set clear expectations.

For some students with disabilities, school is a mystical puzzle that can be very confusing. A huge piece to your relationship with your students stems from their confidence in knowing what they are supposed to learn. Taking time to communicate clear and attainable targets for students with disabilities allows them to set out on the journey of learning with you. Learning targets are a trust builder. Use and adapt the strategy Creating and Improving Class Rules and Procedures with Students to collaboratively develop your classroom's clear behavioral and academic expectations.

Encourage failure

Students with disabilities benefit from seeing that failure is valued as a learning experience. I use the phrases "Learning is a Journey" and "Epic F.A.I.L.s" in my classroom to encourage this culture. We are all at a different place on our learning journey and it is our First Attempts In Learning that give us the feedback we need for success! You could explore teaching your students about Developing a Growth Mindset by exploring this strategy in the BetterLesson Lab.

Establish a specific praise and gratitude routine.

Scheduling intentional time for praise is crucial to building relationships. In order to hear your feedback, students need to trust that you see their successes as well. Consider creating one day a week that you send positive emails home highlighting specific examples of student success. In addition, when students check in with you about their work, start with something specific that the student was successful with in relationship to the learning target before providing feedback for improvement. For a student to value this praise, avoid simply giving generic praise such as "Good job!". To build relationships, students appreciate that you saw the unique and specific strategies that they personally utilized. Have your students express and reflect as a class-wide social-emotional practice using the strategy Gratitude Sharing & Reflecting.

Be aware of your tone and body language.

Body language and tone convey a clear message to students. Students are very perceptive; they will feel frustration if they sense your own. To build a relationship founded on trust, I have found that students need to feel patience and understanding that is conveyed by your body language and tone. Students also value being able to share their emotions and hear your emotions and feelings. One way to support students to share their emotions and for you to share yours as well is to try an Emoji Wheel Connection (access this strategy with your BetterLesson account).

Own your own biases and perceptions.

Every teacher and student has bias. The key is to recognize when these are coming into play and impacting your instruction. Recognizing moments where you are making a judgement about a child's disability or behavior is crucial for progress. Take a journey of self discovery using the strategy Identifying and Addressing Implicit Bias. Only then can you adjust your own behavior to promote meaningful relationships.

Forming connections with students is essential for the success of all students, not just students with disabilities. The students that enter our classrooms all have the ability to grow and learn. It is up to us to create intentional moments that allow us to see the inspiration they can provide.

Students need to see teachers as someone they can trust with their mistakes. They need to feel that I will see their greatness amidst their struggle. Teachers are builders of relationships.

# data[].attributes.attachment_link.title
Building Meaningful Relationships in the Classroom - BetterLesson

# data[].attributes.attachment_link.description
Making a connection with students is a key piece of teaching--including teaching students with disabilities.

# data[].attributes.headline
Creating a Culture of Inclusivity (for Educators)

# data[].attributes.subject
Creating a Culture of Inclusivity (for Educators)

# data[].attributes.body
CRSP 1.3- Recognizes the positionality of the instructor and acknowledges power dynamics in the classroom and with families

# data[].attributes.attachment_link.title
Helping Your Teachers Reach Students with Disabilities – BetterLesson

# data[].attributes.attachment_link.description
District leaders ensure classroom and school cultures are inclusive, responsive, and supportive spaces for students with disabilities.

# data[].attributes.body
CRSP 1.1 and 1.3: Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults AND recognizes the positionality of the instructor and acknowledges power dynamics in the classroom and with families

# data[].attributes.attachment_link.readable_text
The quality of teaching and learning hinges upon the quality of the teacher-student relationship. Traditionally, the teacher was seen as a trusted subject matter expert and person of authority within a school, with the power to pass or fail a student, assign detention, and hand out other punitive measures. However, over time, the teacher-student dynamic has changed. Nowadays, in our digital, less hierarchical age, students have much greater access to knowledge and have leveraged a more powerful voice in the teacher-student relationship than ever before. The absolute, unquestionable, and essentially assumed authority that teachers once possessed is diminishing and being replaced by an authority that has to be earned. Building a healthy rapport and positive relationship with students requires the careful cultivation of mutual respect, honesty, and trust.

The Cornerstone of Rapport

The cornerstone of good rapport is respect: respect for self, respect for the service you provide in your role as a teacher, and respect for those you provide that service to. For teachers, this means developing respect for the multitude of personalities, needs, backgrounds, strengths, and obstacles that come with the students we serve. If we are truly going to establish respect and build rapport with our students, we must take the stance of servant leadership-where we put others' needs before our own in an effort to share power and facilitate opportunities for students (and colleagues) to perform at their highest potential.

In my experience as a teacher and administrator, I often found that the students who need the most love, support, and encouragement may show their need in rude and disrespectful ways. When a student lashes out in class, you must have the presence of mind in the moment to know that sometimes, poor behavior isn't about you personally. Sometimes it's connected to an unfavorable circumstance or argument at home that took place before school. Sometimes it's hunger pains. Sometimes it's an overall frustration or angst about school. Sometimes it's a combination of the three. The ways in which you choose to respond, however, can mean the difference between a peaceful resolution and an escalated conflict cycle.

Unpacked and Unchecked

I'm sure many teachers are reading this and thinking, "You must not know about my class. ..." I get it. For me as a teacher, every day was another beautiful struggle: I was challenged with supporting the academic gains of students of varying interests and abilities, while also working through the gamut of behavioral issues, from students fighting to cursing to having loud outbursts to refusing to do work ... you name it, I've been there. Experiences like these can be disheartening and unnerving for teachers, and sometimes we go home feeling inadequate, disrespected, and unappreciated despite our detailed lesson planning, hard work, and good intentions. These feelings, gone unpacked and unchecked, can quickly shape a teacher's day-to-day reality, especially when fueled by the comments and validation of coworkers who feel the same way. This can create a defensive disposition among teachers that presents itself in both overt and covert ways.

For example, some teachers, relying on their assumed authority, may interact with students through sarcasm, verbal confrontation, or by being overly punitive (in a "gotcha" manner with no real restorative aspect). Such defensive interactions only feed the conflict.

They can also lead to instances of conscious and unconscious bias playing out in the classroom, via discriminatory or inequitable teaching practices, micro-aggressive behaviors, and personal insults. These might include comments about a student's appearance, grammar, or behavioral affect; showing favoritism to some students, while harshly disciplining others; using phrases that embarrass a student, like "You won't amount to anything in the future" or "You're getting on my nerves"; an over-reliance on worksheets and "busy work"; teaching from your desk; or generally being disengaged. Developing adolescents may not have the emotional maturity to discern whether their teacher is harboring racial and/or unconscious bias or just having a bad day or feeling overwhelmed. Nor should they be expected to.

Your students are looking to you to set the tone as the instructional leader and authority figure. However, an authority that is only assumed and perpetuated without regard to student buy-in and sincere relationship building will result in bad rapport. It will inevitably lead to abuses of power that can affect a student's academic self-esteem and attitudes toward school and authority. This often plays out through a sort of academic and behavioral "tuning out"-in which an errant word or flippant remark in the heat of the moment by the teacher can negatively affect a student's self-esteem, outlook, and academic effort-or worse, potentially trigger or emotionally scar a teenager. At the beginning of his classic song "Juicy," Notorious BIG reflects on his own lasting scars: "This album is dedicated to all the teachers that told me I'd never amount to nothin'. ..."

"Nunya" Business

Take the case of a misunderstanding that occurred between a white teacher and Black student at a special education center where I served as an administrator. One afternoon after class, I was asked by the teacher to intervene and mediate a post-conflict conversation between the two. The teacher's understanding of the event was that the student became frustrated during class and began acting erratically, cursing at the teacher and hurling mean-spirited comments and insults, for seemingly no reason at all. The teacher also intimated that she liked the student and thought that they had a strong relationship prior to the disagreement.

When the student entered my office, we asked for her account of the situation. The young girl began to explain that she asked a question about the whereabouts of a fellow student (who had had a conflict with the teacher and was put out of the classroom the previous day). She went on to say that when she asked where her friend was and when he would be returning to class, the teacher replied, "Nunya." The student continued: "My mother told me that the word nunya was short for 'none of your damn business' and I didn't appreciate that lady [the teacher] cursing at me like that. ..."

The teacher was shocked by the girl's response and tried to explain that she simply hadn't wanted to discuss the reprimanded student's situation in front of the whole class. Saying "nunya" was her way of postponing the conversation and redirecting the class to work on the task at hand. The teacher went on to apologize to the student for the miscommunication, but also shared her frustrations about the disrespectful comments the student made toward her in public.

Having prior background knowledge about the student's emotional and learning needs, I was able to use informed, compassionate communication to assist her with self-reflection and accountability for her actions. The student understood eventually and apologized for her outburst; however, she was still visibly upset about the exchange, at her own response (which was uncharacteristic), and at being singled out and possibly reprimanded for her behavior.

Later that day, I spoke one-on-one with the teacher to recap the event. The teacher reiterated that she was surprised by the teenager's emotional reaction over something that seemed so small. She shared that the student was generally well-behaved in class and consistently completed assignments. But when I asked the teacher what she knew about the student personally, the conversation took a turn: "That's it. What do you mean?"

Clearly, she hadn't spent much (if any) time getting to know the student beyond a superficial level. Had the teacher invested in their relationship, she might have been more sensitive about using slang or a form of derogatory speech to ward off the girl's question. A deeper awareness of who the student was-a greater respect for her as an individual-could have prevented the interaction from getting "lost in translation."

Out of Bounds and Out of Touch

Another example of this type of avoidable conflict involved a newly hired reading specialist that I once worked with in a high school special education setting. She was a 30-something white woman, naturally outgoing and confident and fresh out of an Ivy League graduate school program. It was her first time working in a school with a predominately Black and Latino student body.

One day, after about a month on the job, the specialist ran into a student she recognized from her caseload, but had had difficulty tracking down for follow-up classes. This student, Gary, was walking in the hallway during class transition with Tanisha, another student from her caseload whom she was working with more consistently. The specialist thought about how she hadn't been able to connect with this young man after several attempts-and was wondering why. In what I can only assume was an effort to be lighthearted and relatable, the specialist called out down the hallway to Tanisha, "Girl, don't hang out with him. He can't even read!" Gary, singled out and humiliated in front of his peers, advanced toward the specialist while unleashing an expletive-filled tirade. Several other teachers and staff intervened to break up the potential altercation, and the specialist retreated back to her office until things cooled down.

Later, when the specialist and I spoke about what happened, she stated that she didn't really know the cause of Gary's anger, but that "the bigger question" for her was whether she needed to move her car from the school parking lot, for fear that Gary might vandalize it-something that she knew her boyfriend would be most definitely "pissed off" about. It was disheartening to see just how much this teacher missed the mark. She was more concerned about disappointing her boyfriend than about offending a student, a confirmation for me that even after all of her specialized training, she still lacked some very basic soft skills.

Her car's safety was in fact not the most important issue here, I explained; it was Gary's feelings of anger and betrayal that mattered first and foremost. After some further discussion, the teacher conceded that she could see how and why Gary (or any student for that matter) would be offended by what she said. She later sought Gary out to apologize and invited him to return to their regularly scheduled reading sessions. He was reluctant at first to even accept her apology; however, with some encouragement from other teachers, administrators, and students, Gary eventually attended the reading sessions. Unfortunately, their relationship was never able to heal, causing Gary to simply "go through the motions."

Practices That Earn Respect

In both scenarios, I posed follow-up questions to each teacher: Do you understand how and why the conflict happened? What action steps can you take to prevent this type of conflict from happening in the future? Again, these teachers demonstrated poor self-awareness and lacked the necessary rapport with their students to use those words, which sparked their respective conflict cycles. A more colloquial way an offended student might describe this misstep is with the blurted-out phrase, "You don't know me like that!" When teachers make assumptions about rapport, they risk damaging relationships-and losing any ounce of authority they've earned up to that point.

So how do teachers move beyond this idea of assumed authority, in favor of a more equitable, inclusive, and culturally responsive approach to building rapport? Consider applying the following practices to earn students' respect.

▪ Just as you establish class rules and expectations with students at the beginning of the school year, establish a collective standard of learning and make a personal commitment to ensure students' success (via differentiated assessments, additional opportunities for makeup work and extra credit, or holding "office hours" during lunch or after school a couple of days a week). If the majority of a class is failing, this failure is not their failure alone.

▪ Cultivate opportunities for personal engagement with your students. For example, establish a class handshake, occasionally eat lunch with your students, and share personal stories or examples of your own text-to-self connections (how you relate to a story based on your experiences) in class, while offering an empathetic ear as you invite students to do the same.

▪ Know that it's OK to be goofy or "out of the loop" on some things. Ask questions and let your students fill you in; they'll be more than happy to teach you for once. Remain curious, open, and show concern-but be careful not to be too intrusive.

▪ Avoid low-expectation style teaching, characterized by intentionally lowering rigor to meet perceived student learning deficits, assigning busy work, being overly punitive, and focusing more on behavior than grades. Teach for skills mastery and understanding of content, not for rule following.

▪ Use compassionate communication. Basic greetings and manners, like saying "please" and "thank you," can go a long way in building rapport. So can asking permission ("Would you mind ...?" or "Is it OK if I ...?"), admitting to mistakes or being wrong ("My bad, that came out wrong. Thank you for correcting me!"), and giving students the benefit of the doubt. Set norms for communication in your classroom and consistently model them, even when you're being tested.

▪ Recognize and affirm the best qualities that you identify in your students-building upon their assets and positive characteristics (for instance, refer to an assertive or highly inquisitive student as "the future attorney" or "CEO-in-training").

▪ Know how to read a room and situation to avoid the conflict cycle from beginning or escalating. When you see that a student's behavior is "off," pull him to the side and ask if he is OK or if he needs anything. Let him know that you are there to support him.

I know at times it can be difficult to maintain a positive outlook and empowering attitude toward our students. Cultural misunderstandings can compound this stress, particularly in urban American classrooms where predominately young, white teachers work with racially, culturally, and socio-economically diverse student populations. Within these contexts, something as simple as a teacher's sarcastic remark, body language, or tone can be perceived as disrespectful by a student. A teacher's ability to quickly learn key social and cultural cues, however, can go a long way in building rapport with students and nurturing a sense of community in the classroom.

Developing a healthy rapport is possible in any context when we embrace a servant leadership mindset, show compassion, are culturally responsive and affirming, and demonstrate a commitment to our students' success. These actions build students' respect, trust, and confidence in you as their teacher. With this newly earned authority, comes great responsibility.

Guiding Questions

› Do you agree that a teacher's authority is no longer assumed, but has to be earned? What implications does this have for classroom management?

› Have you ever made a sarcastic or off-the-cuff comment to a student that was taken out of context? If so, what could you have done differently?

› What practices do you use to build rapport with students, both collectively as a class and individually?

› How can being more attuned to social and cultural cues help prevent interactions with your students from getting "lost in translation?"

# data[].attributes.attachment_link.title
Relationships and Rapport: "You Don't Know Me Like That!"

# data[].attributes.attachment_link.description
Rapport is a building block of effective classroom management. Without it, cultural misunderstandings between teachers and students can devolve into chaos.

# data[].attributes.headline
Relationships are the Foundation of Success in a Classroom

# data[].attributes.subject
Relationships are the Foundation of Success in a Classroom

# data[].attributes.body
CRSP 1.4- Actively promotes allyship to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole

# data[].attributes.attachment_link.title
Relationships: the Tool That Was Never Taught | Dominique Smith | TEDxYouth@ASFM

# data[].attributes.body
CRSP 1- Fosters interpersonal dialogue, relationships of trust and sense of community among students and skills

# data[].attributes.attachment_link.readable_text
Most agree: Strong, trusting relationships between students and teachers are the key to high-functioning, academically challenging classrooms. But according to high school Spanish teacher Natalie Lalagos, that's only a fraction of the story.

To lay the groundwork for productive classroom discussions and truly fruitful group work, for example, teachers should think about relationships along four dimensions: teacher to individual student, teacher to whole class, student to student, and student to whole class.

It might start with simple adjustments that improve classroom cohesion more generally. A teacher's identity, Lalagos suggests, should be known to the class, just as a student should feel "seen and known" by their teacher. Students, meanwhile, should develop bonds with each other, as well as a "sense of belonging" in the classroom community as a whole.

We've scoured our archives to highlight fun, quick, and easy-to-implement strategies that can (and should) be deployed daily, weekly, and even year-round to build and sustain strong classroom communities.

1. Morning meetings: The ubiquitous morning meeting, suitable for all ages, is simple to conduct and gives students and teachers a chance to reflect on the day ahead and recalibrate as they prepare to learn. The meetings can take many forms but tend to focus on prosocial greetings, reflection, and sharing: Tools like mood meters and strategies like roses and thorns allow students to convey how they're feeling that day without oversharing. Integrating group activities into the first minutes of your lessons- relationship-building games, mindfulness activities like deep breathing, or even movement-can loosen kids up for learning while having fun in the process.

By establishing strong social connections, morning meetings can reduce classroom disruptions by up to 75 percent, according to a 2017 study.

2. Name tents/name toss: An easy and interesting way to tackle name pronunciation at the start of the year is to ask students to fold paper in half and create name tents, complete with the phonetic spelling of their name. Students can decorate the other side of these tents-with drawings or images that represent them, for example-so that teachers can glean valuable insights about their passions or identities, writes high school teacher Kati Begen.

To socialize pronunciations more broadly, Kristy Zamagni-Twomey recommends fun games. Arrange students in a circle, introduce a ball, and have each student pronounce their name before tossing the ball to another child (alternatively, you can have all students say "Hi, ____" before the ball is tossed). Or, you can give students blindfolds, have one student speak a simple greeting, and ask the blindfolded student to guess the name of the speaker. During the games, be sure to gently correct mispronunciations.

3. Get-to-know-you surveys: Use free tools like SurveyMonkey or Poll Everywhere to ask students questions that range from icebreakers like "What is the best gift you've ever received and why?" or "Who are you closest to in your family and why?" to more academically oriented questions, such as "What scares you most about this class?"

Because you can make responses anonymous to peers, "students will often reveal things that they wouldn't otherwise," says high school administrator Sean Cassel. The activity really bears fruit when you follow up with students, writes middle school teacher Lindsay Kervan: Pull a student aside and ask about the sibling they mentioned on the survey, for example, or integrate student interests in curricular materials.

4. All about me: Askstudents to create a fun presentation including 10 facts about themselves: Encourage them to use media like video, photos, and music, Cassel writes. To model the activity, ease the pressure, and help students connect with you, make a presentation for yourself and go first.

Another spin on the activity? High school English teacher Larry Ferlazzo recommends "I Am" lists, which provide students with sentence starters they can complete, like "I am happy when ____," "I hope to ____," or "I am most scared when ____."

7. Identity portraits: This activity is really beginning to take off in the Edutopia community. To get to know her students better, and make their whole selves feel included and visible in her classroom, middle school teacher Shana V. White gives students crayons and colored pencils and asks them to draw an outline of their head and shoulders.

After drawing a line down the middle of their hand-drawn outline, they add skin tone, clothing, and other visible features on one side, and on the other side of the portrait they list words that describe their identity-their ethnic background, hobbies, or religion, for example. White says she hangs up the final portraits in her classroom so that students see them every day and "know that all those identities are accepted in this place."

8. 5x5 assessment: Choose five students to think about for five minutes each day, suggests Todd Finley, a professor of English education at East Carolina University, in North Carolina. Dwell on questions like these: What have I noticed about them recently? What behavior patterns? What outside affinities, struggles, values, and goals have been revealed? After you've done this, interact with the students that same day and ask them a question that came up during your thinking-for instance, "Mike, a couple of days ago you were talking about your dad's new job. How will that change things for you and your family?"

For two minutes each day, 10 days in a row, have a personal conversation with a student about anything they're interested in (as long as it's G-rated). The strategy sounds simple, but its inventor, psychologist Raymond Wlodkowski, found that it can lead to an 85 percent improvement in one student's behavior and improve the behavior of other students in your classroom too.

10. Greeting at the door: To get a quick pulse on how students are feeling and provide them with a jolt of encouragement before they take their seats, greet them individually at the door.

Kindergarten teacher Falon Turner starts her mornings by saying a student's name, making eye contact, and using a friendly greeting-like a high-five-to motivate students and gather important information about them. "Do they look escalated, do they look triggered, do they look upset?" High school teacher David Tow asks older students, "How are you doing?" when he greets them at the door. If he senses reluctance or evasion in the response, he makes a note and follows up with "Are you sure?"

12. Attendance check-in: Transform the drudgery ofattendance into an easy, daily way to get students to open up, writes high school English teacher Jori Krulder.Instead of having students say "Here" when their name is called, Krulder suggests giving them prompts that invite them to "have a voice, share a piece of themselves with peers, and build a culture of connectedness." This can include using a mood meter to identify the color they're feeling, sharing a word they've been dwelling on, or mentioning the last thing they read (a book or text message) that moved them in some way.

13. Assign seats (but change them often): Cicely Woodard recommends switching up seating assignments periodically-once a month or so. This gives students more opportunities to work together and "learn about each other," Woodard writes. Apps like Random Name Picker and Smart Seat can make this simple to do. After each change, Woodard recommends making time for short icebreakers so that students can get to know each other a bit.

14. Show and tell: It's old school, but it still works like a charm, according to Woodard.Starting at the beginning of the year, ask students to bring in something that represents them, their culture, or their passions. Plan to set aside five or 10 minutes each day for a few students to share what they brought until everyone in the class has participated.

To mix things up, ask students to stand and find a random partner to discuss the questions with, using prompts like "Find someone wearing the same color shoes as you."

16. Dialogue journals: Liz Galarza, a middle school writing teacher in New York, tells Cult of Pedagogy that exchanging short letters (three to five sentences) with individual students during the year can help you connect with them individually and improve their writing. She suggests using a simple notebook that teachers and students can pass back and forth. Initial entries can build off of surveys or other get-to-know-you activities. For example, "You wrote that you play basketball. Me too! Who is your favorite player?"

Galarza asks her students to write one letter a week and said she spends an hour writing back responses for one classroom-however, the timeline and frequency can be adjusted to fit your own needs.
We'd love this article to be an evolving document of best practices, so please use the comments to add any of your own favorite strategies to build relationships in the classroom. If we see something we love, we may well add it to the list!

# data[].attributes.attachment_link.title
23 Ways to Build and Sustain Classroom Relationships

# data[].attributes.attachment_link.description
These teacher-approved activities will help create the sort of classroom bonds that pave the way to academic success.

# data[].attributes.headline
Lesson Plan Modifications to Support All Students 

# data[].attributes.subject
Lesson Plan Modifications to Support All Students 

# data[].attributes.body
CRSP 2.7 Uses instructional strategies connected to different ways of learning and students' interests and backgrounds

# data[].attributes.attachment_link.readable_text
This blog is the first in a series that highlights the work of the Meeting the Needs of All Learners Master Teacher Project. Each author is an experienced educator from the Kansas City area with deep expertise in differentiation and working with students with disabilities and English Learners.
Time.

Time is considered a special commodity among teachers, which we try to maximize as much as possible. So when considering modifications for students with disabilities or English Language Learners, we might question using our precious time for just a few students. In reality, the modifications that we make for students with different needs could benefit the learning of every student in your class. Taking the time to make modifications helps you to prioritize what you truly want students to learn and helps all students successfully reach learning targets.

When I first started making modifications, I found myself spending more time on prep. However this quickly became easier, and I soon saw results in my classroom. I was expecting a unit about the Revolutionary War to take more time to teach, but all my students were able to grasp the key ideas because they were working at their independent level for success. We were able to move more quickly through the material, which allowed for deeper and more meaningful conversations as a whole class.

Here are some areas where modifications will lead to the success of all students.

Reading Modifications

Build the Foundations

One of my favorite strategies for teaching the foundations of reading is Tap It Out. Tap It Out is a strategy in which you use your fingers to tap each sound in a word to help students with phonemic awareness and decoding. This strategy is especially helpful with dyslexia or other reading difficulties. However, I use this strategy with all of my students, and I can see that each student grasps the necessary knowledge and routine that increases their ability to decode and encode.

Build Background Knowledge

Building Background Knowledge through Text Sets is a strategy that requires some pre-planning. Teachers must first identify which topics might be unfamiliar to students who don't have the necessary background knowledge based on their disability or cultural differences. However, all our students come to us with different lived experiences and interests, so curating a text set to introduce a topic before diving deep into the learning allows all students to build a schema to connect to later on in their learning.

One of my favorite examples of the universal benefit of text sets came from a young man in one of my reading groups. I had created a text set with the intention of assisting a couple of students with disabilities in the group, however, this particular student became really engaged and excited by the topic. When we started digging deeper into the actual learning he was motivated, incredibly insightful, and encouraged all his group mates throughout the learning. He felt like a success and this, in turn, helped the other group members feel successful.

Personalization

Place Assignments into Tiers

Tiering assignments is another way to address the needs of students with disabilities and English Learners that also helps all students. When assignments are tiered, students are able to access information in different levels and forms, which increases their motivation and belief that they can succeed. Three teachers from the "Meeting the Needs of All Learners" Master Teacher Project have written strategies to help with tiering:

Technology

Audio Recordings

Often strategies that meet the needs of students with disabilities include auditory recordings of text. Digital Worksheets with Video Directions demonstrates this type of strategy. The benefit to all students comes from taking the cognitive load off of comprehending directions. This allows for students who find it easier to listen to directions to access that information, but keep their minds focused on the analysis of the content or the learning that needs to take place.

Using Visuals

Another strategy that is often used for English Learners is utilizing visuals. Strategies like Visual Retellings and Shades of Meaning are very helpful for English Learners. However, this same idea could benefit many students who find they learn better through visuals either as photos, graphics, diagrams, illustrations, etc. It can also help all students make those neural connections to other ideas.

In Summary

What we as teachers discover in the end is those modifications that make learning accessible for students with disabilities or English Language Learners lead to enhanced learning for all students. Taking the time to make those modifications will lead more students to success with learning targets and maybe even less time re-teaching.

Explore Rebecca's strategies and more on the Meeting the Needs of All Learners Master Teacher Project. Read the second post in this series: Science for all students, bringing the ocean and wind to the classroom.

# data[].attributes.attachment_link.title
Making Lesson Plan Modifications that Support All Students - BetterLesson

# data[].attributes.attachment_link.description
Meeting the Needs of All Learners Master Teacher Rebecca Duguid shares how simple modifications can benefit all students and save you time.

# data[].attributes.body
Disabilities, Accessibility, and Inclusivity

It is inevitable that every discipline will have students with varying abilities. Because our learners are so beautifully different from one another, we have to ensure that the options and choices we provide our students are flexible and inclusive so that students can personalize their learning and have a voice in their own education. In physical education, this may look like implementing Special Olympics, Paralympics, and adapted sports accommodating students with disabilities that general education students can also participate in--- expanding students’ knowledge of professional sports and promoting a unified class setting and culture of friendship. While physical disabilities may appear more visible in hands-on activities, disciplines such as math that use manipulatives, visuals, or audio components that exclude students with disabilities may not always be the most apparent. Thus, educators and students are encouraged to explore various solutions that not only make all math activities accessible for all, but value the input and intellect every student has to offer in devising answers to problems that exist in the real world. It is in fact this intellect and voice that is undermined among students with disabilities, both vital components of an ELA class. We rather assume their needs and utilize traditional modes and media that appear to be accessible for all in regard to activities such as reading, writing, and composing. However, efforts as simple as designing assessments mindful of action and expression or teaching works of literature that challenge dominant narratives to demystify assumptions society has created about people with disabilities create a culture of criticality and care and provide equitable opportunities for all students to succeed. Differentiating and diversifying our instruction to ensure that it is inclusive of students with disabilities will guarantee accessibility for all students and ultimately avoid any deficit-based approaches.

# data[].attributes.body
https://www.kent.edu/ctl/think-pair-share#:~:text=What,sitting%20near%20them%20(PAIR).

CRSP 1. Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults.

# data[].attributes.headline
Daily expectations, agenda, and materials posted.

# data[].attributes.subject
Daily expectations, agenda, and materials posted.

# data[].attributes.body
CRSP 6. Communicates high expectations and provides appropriate contextualized support to reach these

# data[].attributes.attachment_link.readable_text
For my first observation-only field placement as a preservice teacher, I spent time in a classroom that had absolutely no routine for how students would start class. Some students would mosey their way in and lay their heads on their desks. Others would run and flop themselves down like the floor would all of a sudden become lava once the bell rang. Usually one or two would ask, "What are we doing today?" and then gradually become more disruptive as my mentor teacher would take roll and get his materials organized for the day's lesson. After a few minutes of the class getting louder, he would finish his tasks and then struggle to get the students settled down.

This happened every. single. day. It quickly became obvious that a new routine was needed, and I vowed that my students would always know exactly what we were doing for the day as soon as they walked in. Enter my idea for a daily agenda slide! Starting on my very first day of teaching, I used a daily agenda slide in my classroom to help establish a routine and start class off on the right foot.

What is a daily agenda slide?

A daily agenda slide is a digital slide, usually in PowerPoint or Google Slides format, that you display at the front of the classroom where all of your students can see it. It includes important information about what you're doing that day, as well as the learning objective(s) and any necessary materials. This post will tell you everything you need to know about creating your own, but you can also download my free daily agenda PowerPoint template if you want to save yourself some time. It's completely editable!

Two of the five slides available in my fully-editable, free daily agenda template that can be used with PowerPoint or Google Slides.
What should you include on your daily agenda slide?

You should tailor your slide to best fit your classroom context. While it's completely up to you to decide what to include, here are a few ideas to get you started:

Date
This one should be obvious, and I highly recommend including it. Never hear "what is today?" seventeen times an hour again!

Agenda
This is just a list of all of the different tasks or activities students will complete. This might include a quiz, discussion, game, etc. If you struggle a lot with time management when you're teaching, you may find it helpful to list the time estimates for each phase of the lesson right on the agenda.

Bell ringer task
Bell ringers have like a million names (first 5, warm-up, bellwork, etc.), but I'm talking about whatever you call the task you want students to complete as soon as they enter the room. My bell ringer tasks usually ask students to respond to a couple of questions. These either serve as review for previous topics we've covered, or they serve as an introduction to the day's topic.

Standard
Some schools also require teachers to post standards. You can list the standard code (ex. RL.6.1) or the full language (ex. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text) of the standard.

Materials
The materials that students need each day varies widely in my classroom, so I always list the needed materials on the daily agenda slide. This is especially important if students need something they may not already have with them like scissors, glue sticks, etc.

Homework/Reminders
Remind students about homework, upcoming due dates, quizzes, etc. Some teachers choose to have students copy homework assignments straight from the daily agenda slide into their own personal calendars or planners as part of the beginning of class routine.

Last Class/Next Class
My slides always feature a box where I list the topic of the last class and the topic of the next class. This helps us make connections between what we've already learned, and also look ahead to see where we're going next. It helps provide students with a longer term vision of the overall unit.

Shout Outs
I like to include a fun shout out box that can serve lots of purposes. Sometimes I wish students happy birthday in the box. I also like to keep students informed about upcoming school events like family night or band concerts. It's also a great place to congratulate clubs and teams after competitions.

School Logo
This one definitely isn't necessary, but I like to add a little bit of school spirit to my slides. You could also add a mascot or something to represent your team/pod if your school uses them.

Quote
I never add quotes to my slides, but one of my ELA colleagues liked to add a literary quote every day. You could also add motivational quotes or statements that help students work on their growth mindsets.

Trivia/Brain teaser
Students love a good brain teaser or trivia question. Just beware that these can sometimes be distracting from the actual bell ringer task if you include both.

Timer
I don't use a timer every single day, but they're a great addition to daily agenda slides for some teachers. I usually only use them on days when I know we might run out of time and therefore want students to feel a sense of urgency. You might use a timer every single day if it makes sense for your daily routine. For example, some classrooms have 10-15 minutes of independent reading time at the start of class. A timer would be an excellent idea to incorporate into your slides in this case.

What are the benefits of a daily agenda slide?

Now that we've discussed what could be included on a daily agenda slide, let's talk about all of the benefits of having one!
1. Establish expectations and a daily routine
As soon as students enter my classroom, they know exactly what they need and what they should be working on without me having to tell them-all just by looking at the daily agenda slide! It's important to use your slide consistently so students get used to knowing where to look. Set the expectation early, and make sure to revisit it later on if students get lazy about looking at the slide. We all know how important the beginning of class can be for affecting the entire class period. Make sure your students start the day off right!
2. Save valuable learning time
By establishing a routine, you communicate to students that your time together is valuable and not a single minute should be wasted. Students know exactly what they're doing, what they need, and what their learning goal is for the day. This means you no longer have to waste time going over simple directions or having students get out of their seats to gather various materials. Instead, they should be gathering those materials as soon as they enter the classroom, often before the bell even rings.

3. Allow time to complete necessary teacher tasks
Sometimes you just need a few minutes to gather your thoughts or complete housekeeping tasks like taking roll or checking in with students. Having students work independently on a bell ringer frees you up to do these things.
4. Communicate learning goals
The content included on a daily agenda slide can vary, but I highly recommend using some space to communicate learning goals through a SWBAT, essential question, or Understand objective.
5. Impress your administrators
I can tell you from personal experience that administrators love daily agenda slides. They recognize them as valuable classroom management tools that help convey expectations and learning goals for the day. Don't just take my word for it - see for yourself what other teachers are saying!

6. Build classroom community
My editable template includes space for shoutouts, upcoming events, and other information. I often use my slide for things like congratulating school groups after competitions. This helps students see that I value them as humans and support their interests outside of my classroom. What a great way to build classroom community!
7. Add daily agenda slides to your absent work system 8. Plan for next year
I save all of my agenda slides in one folder so I can refer back to them as needed. It's so helpful when I want to look back on how I taught a certain topic last year. I also like to add myself notes and reminders about the lessons when I think something should be tweaked or improved.
9. Reduce discipline issues
When students have something to do and know exactly what is expected of them, they are less likely to wander around the room, distract their friends, or cause mischief.
10. Help provide a smooth transition to middle school
While I think daily agenda slides can (and should!) be used in all secondary classrooms, I think they can be especially helpful for students making the transition from elementary to middle school. As students enter 6th grade, it is often the first time they are responsible for moving between classrooms, keeping track of all of their belongings, and learning the personalities, expectations, and routines of multiple teachers. Having an established routine like the use of a daily agenda slide can help reduce anxiety and smooth this transition for these students. It's even more helpful if you can get other teachers on your team or in your building to use the system too! My team agreed to use the same slide format, but with a custom color for each teacher. Our students loved the routine!
11. Free up board space
I don't know about you, but I always feel like I'm running out of room on my white board. By using a digital daily agenda slide, I don't have to use any valuable board space for things like writing the date or learning objectives.
12. Communicate with parents
Sharing your daily agenda slides is also a great way to communicate with parents and keep them informed of the daily happenings in your classroom. Some teachers choose to upload their slides on their classroom websites to help make this process easier.

What else should you know about daily agenda slides?

You already know all the major stuff by now, but I have just a few more tips to help get you started.

Tip #1: It's best to establish the routine of using a daily agenda slide at the beginning of the year, but don't worry if you didn't do that. It's simple enough that students will pick up on how it works no matter when you choose to implement the strategy. So who cares if it's March? Just go for it! Just remember to be consistent with it and use the slide everyday if you can. Soon enough, students will be asking where it is if you skip a day.

Tip #2: When you do implement a daily agenda slide, it can help to go over the slide together with students for the first couple of weeks. I also like to provide positive feedback when students are on task, have their materials, etc. We also go over the learning goal together at the beginning of each class so students can ask questions if they have any. This gets students used to reading all parts of the slide, making sure they start following directions as soon as they walk into class, etc.

Tip #3: If students will be using materials they don't always carry with them, I lay these out right as they enter the classroom. I have a table right inside my door where I lay out our interactive notebooks and anything special we need for the day such as Post-It notes, colored pencils, scissors, tape, glue sticks, etc. Students know that if there is anything sitting on that table, they should just grab it as they walk in. Occasionally they forget, but the slide always reminds them. Most of my students actually read the slide as they're walking in, so they don't even have to get back up.

Tip #4: You may want to revisit the daily agenda slide at the end of class to help with wrap-up. I reference the learning objective(s) again and allow students to practice metacognition as they reflect back on the class period, think through what they learned, and ultimately determine how confident they're feeling in relation to the objectives. I find it's also helpful to have the slide showing as students complete exit tickets. Plus, going back to the slide at the end of class means it's always ready for the next period!

Tip #5: Some teachers, including me, use PowerPoint for their daily agenda slides. I just find this easier since I use PowerPoint pretty much everyday anyway, and my school does not have access to 1:1 devices. If your students do have access to devices, though, you should definitely consider a Google Slides agenda template. Although my free daily agenda slides were created in PowerPoint, you can simply upload them into Google Slides and edit them right there in Google.
Daily agendas are an excellent way to establish routines and maintain clear expectations in your classroom. Are you convinced yet? Will you be giving daily agenda slides a try? What other tips and tricks do you have to help streamline your classroom? Share your thoughts and ideas in the comments below!

# data[].attributes.attachment_link.title
Why You Need a Daily Agenda Slide for Your Classroom | Dr. Loftin's Lea...

# data[].attributes.attachment_link.description
For my first observation-only field placement as a preservice teacher, I spent time in a classroom that had absolutely no routine for how students would start class. Some students would mosey their way in and lay their heads on their desks.

# data[].attributes.headline
Differentiated Instruction for Students with Disabilities in an ELA Class

# data[].attributes.subject
Differentiated Instruction for Students with Disabilities in an ELA Class

# data[].attributes.body
CRSP 2.5 AND 2.6- Uses intersectional knowledge of the students to make learning more appropriate and effective AND Communicates high expectations and provides appropriate contextualized support to reach these

# data[].attributes.headline
Implementing UDL Principles in an ELA Class

# data[].attributes.subject
Implementing UDL Principles in an ELA Class

# data[].attributes.body
CRSP 2.7- Uses instructional strategies connected to different ways of learning and students' interests and backgrounds

# data[].attributes.attachment_link.readable_text
How do UDL Principles Apply to Architecture and an English Language Arts (ELA) Lesson

Imagine three people entering a shopping center: O ne uses a wheelchair, another pushes a stroller, and a third walks into the space. Each of these people ha s the same goal, but they have different requirements for achieving it . For architects, universal design is a principle that guides their thinking about building inclusive spaces for al l people. An architect carefully crafts the entry, including ramps and stairways, to ensure that all three of these people can enter the shopping center. By considering diverse needs in the population, the architect creates a product that everyone can use-no retrofitting needed.

(Image Source: CAST)

For educators, Universal Design for Learning (UDL) guides the development of learning designs that keep the same learning goals and grade-level expectations for all students while providing access points that allow the diverse student population to succeed. Strong core instructional materials provide opportunities for every student to build knowledge and skills while reducing the barriers to success along the way.
Read more about how the UDL principles can be applied to all subjects, including math, science, and English language arts.
Why is UDL important?

CAST's Universal Design for Learning framework encourages educators to consider how they can provide students with multiple means of Engagement, Representation, and Action & Expression in each lesson. The goal of the framework is for all learners not only to succeed in school but to become more independent in driving their own learning, a goal Great Minds ® shares. To learn more about each area of the framework, review the guidelines on CAST's website .

The CAST UDL Guidelines can be broken down both vertically and horizontally. Each column focuses the reader on one network of the brain. Then each row breaks down how students can access the learning goal, build their skills toward it, and then internalize the skills and behaviors that will help them reach an expert learning goal for each neural network. Each section of the graphic organizer provides some suggestions on how to support students and meet their needs as they grow into expert learners.

The teacher-writers of Wit & Wisdom carefully considered the wide variety of learning styles that exist in every classroom; however, no curriculum can fully account for the learner variability that may exist in any classroom. Wit & Wisdom is designed to support every learner; it gives teachers a range of options for delivering the content and suggests many ways that students can express their learning. Because Wit & Wisdom lessons are written as narrative guides, not scripts, teachers can use what they know about their students to best address their needs in the English language arts classroom and still use high-quality instructional materials with integrity.

How do You Provide Multiple Means of Engagement in ELA?

Providing students with multiple means of engagement helps them set a purpose for learning and increase s their motivation to learn. The UDL framework encourages educators to provide options around three guidelines related to engagement: R ecruiting I nterest, S ustain ing E ffort and P ersistence , and S elf- R egulat ion . The goal of providing multiple means of engagement is to develop independent learners who are purposeful and motivated-a desired outcome for every student.

Provide Options for Recruiting Interest

To provide options for recruiting interest, educators need to consider how they can engage students' cognition in the learning tasks before them. The ways in which students are engaged in learning may vary over time, even for the same student. The three key checkpoints for recruiting interest include optimizing individual choice and autonomy over learning; optimizing relevance, value, and authenticity; and minimizing threats and distractions.

Provide Options for Sustaining Effort and Persistence

In this example from Grade 7 Module 4, students engage in cooperative learning through a Socratic Seminar. The lesson guidance provides prompts to help students cite evidence, pose questions to one another, and connect their ideas. The teacher, as a facilitator of this conversation, can respond to what students share and aid them in positively building on one another's contributions. Through supportive facilitation, teachers help students see the value in the knowledge that their peers share.

The Teacher Edition provides frequent guidance to help teachers support students in sustaining effort and persistence. For example , the Criteria for Success that appears with Focusing Question Tasks and End of Module Tasks help s students be aware of how they will be evaluated and keep s them focused on the learning goals of the task.

Provide Options for Self-Regulation

At the end of the Socratic Seminar in the above example, students have an opportunity to reflect on their new learning. They reflect on what the class did well and how they might improve, and they set goals for their next Socratic Seminar. This open-ended task encourages students to monitor their interactions with others and strengthens metacognition. For teachers reviewing students' responses, this is important information for determining potential scaffolds and supports to aid students with Socratic Seminars in the future.

How do You Provide Multiple Means of Representation in ELA?

The following annotations show some examples of how the Wit & Wisdom TE helps educators provide multiple options to students with varying needs related to representation of the content. The three UDL guidelines for Representation are Perception, Language and Symbols, and Comprehension. The goal of this principle is to develop learners who are both resourceful and knowledgeable.

Provide Options for Perception

Wit & Wisdom provides options for Perception by providing a balance between audio and visual information. (UDL Checkpoints 1.2 & 1.3)

Teachers might encounter other options for supporting students' perception of content in their Teacher Edition, including suggestions to use American Sign Language for learning new concepts, creating anchor charts, or annotating with a variety of symbols. The inclusion of film clips, the study of visual art, and opportunities to listen to songs or speeches also provide a variety of ways for students to perceive content in the Wit & Wisdom classroom.

Provide Options for Language and Symbols

Wit & Wisdom provides options for Language and Symbols by clarifying vocabulary and symbols. (UDL Checkpoint 2.1)

Provide Options for Comprehension

In the Grade 7 Socratic Seminar lesson, a sentence frame supports the transfer of new information between contexts. Sentence frames are useful scaffolds for students who need language supports, but frames can also help all students transfer and synthesize ideas into new contexts. In middle school, students are expected to cite sources in both writing and speaking as they bring evidence into their arguments-a critical skill for civil discourse. All students are capable of meeting this goal with the additional support for transferring the skills of both communicating the source of their information and their understanding of the text.

Wit & Wisdom provides options for Comprehension by maximizing transfer and generalization (UDL Checkpoint 3.4). Here, the TE provides a scaffold that supports transfer of skills from citing a source in research to communicating their sources in a Socratic Seminar.

Other ways the curriculum supports students' transfer of knowledge between contexts include the regular use of graphic organizers, annotations, and writing models that help students structure their thinking. Several instructional routines also support students with the transfer of ideas from texts; for example, creating a tableau from an important scene in a novel helps students understand characters, settings, and conflict.

How do You Provide Multiple Means of Action and Expression in ELA?

Students express their knowledge in a wide variety of ways. Students with disabilities related to verbal or written expression will need different kinds of supports to express what they know. Additionally, students with physical disabilities may need supports to engage in some instructional routines. To accommodate this variety, Wit & Wisdom provides many instructional routines, regularly varies how students interact with texts, and transitions students between a variety of learning tasks in one lesson. Teachers are encouraged to consider the needs of their students and plan for how they will engage effectively in the learning environment and successfully express the knowledge they build in lessons.

Provide Options for Physical Action

Provide Options for Expression & Communication

Students may need options for expressing or communicating the knowledge they have built in Wit & Wisdom . A student with Dysgraphia needs support to move past this barrier to write a response. Students may need opportunities to orally process knowledge before sitting down to write, and other students may benefit greatly from writing before trying to communicate in speech. By providing a variety of formats for expressing and communicating ideas, Wit & Wisdom helps teachers provide options to students who need additional support.

In this Grade 5 example, teachers receive the option to extend students' practice with two challenging words from their core text, The Phantom Tollbooth. By giving students an opportunity to think, talk, and share their thoughts about the words dissonance and disconsolate with a partner and with the class, students become more fluent with the words and make them personally meaningful. With additional vocabulary practice, students also better understand the characters and their motivations in the novel.

Provide Options for Executive Functions

Wit & Wisdom provides options for Expression & Communication by building fluencies with graduated levels of support. (UDL Checkpoint 5.3)

Additional Resources to Continue Learning About UDL

Download the Article as a Free PDF

Great Minds

Great Minds PBC is a public benefit corporation and a subsidiary of Great Minds, a nonprofit organization. A group of education leaders founded Great Minds® in 2007 to advocate for a more content-rich, comprehensive education for all children. In pursuit of that mission, Great Minds brings together teachers and scholars to create exemplary instructional materials that provide joyful rigor to learning, spark and reward curiosity, and impart knowledge with equal parts delight.

# data[].attributes.attachment_link.title
How To Support English Language Arts Students With The Universal Design For Learning Principles

# data[].attributes.attachment_link.description
Read more about how Wit & Wisdom makes knowledge building accessible to all students by utilizing the Universal Design for Learning (UDL) Principles

# data[].attributes.headline
ELA: Sharing Your Story (For Educators and Students)

# data[].attributes.subject
ELA: Sharing Your Story (For Educators and Students)

# data[].attributes.body
CRSP 3.1 Creates curricular content that invites students to explore complex identities and discusses histories critically through analysis of power, opportunity, denial, and privilege

# data[].attributes.attachment_link.title
Dave Isay: Everyone around you has a story the world needs to hear

# data[].attributes.headline
ELA: List of Novels Featuring Characters with Disabilities and Chronic Illnesses (for Educators and Students)

# data[].attributes.subject
ELA: List of Novels Featuring Characters with Disabilities and Chronic Illnesses (for Educators and Students)

# data[].attributes.body
CRSP 3.12- Challenges and modifies the "core curriculum" by recognizing the legitimacy of cultural heritages of multiple racial, ethnic, class, religious, ability, and gender groups as worthy content to be taught in the formal curriculum

# data[].attributes.attachment_link.readable_text
Contemporary

This nuanced and uplifting novel takes place over the course of a single evening and gives an intimate look inside the mind of the autistic main character. Set in Melbourne, Australia, the novel opens with the unnamed narrator preparing for a Christmas party. At the party, awkward interactions with others make her feel more lonely than ever and spark past memories. However, as the party progresses, she finally finds someone she can talk to. Author Madeleine Ryan is also autistic.

Mina has lived with depression for years, but her feelings are perplexing and frightening for her new husband Oscar. When Mina considers suicide only six months after her marriage to Oscar, they decide to move to London for a change of scene. There, Mina develops an unexpected relationship with another woman. This complex and meditative novel explores the challenges of building a romantic relationship with depression.

In the small town of Bourne, a chemical company - now closed - has poisoned the water supply, leading many children to be born with disabilities. Two out of three of the Mitchell triplets have disabilities: Mab is the eldest and able-bodied; Monday has autism; and Mirabel is a wheelchair user and speaks with the assistance of an augmentative and alternative communication device. When it looks like the chemical company's son plans to reopen the factories, the sisters revolt. This charming novel depicts a small town where accessibility is paramount, and three sisters mean to keep it that way.

by Nicola Griffith

Based on the author's experiences with multiple sclerosis, So Lucky follows successful Mara Tagarelli in the wake of two disasters: Her wife leaves her, and she receives a diagnosis of multiple sclerosis. As she's the head of a multimillion-dollar AIDS foundation and a martial artist, her diagnosis sends her reeling. Everything she uses to define herself is now in shambles. Astonished by the ableism in the medical community and beyond, Mara decides to establish a new nonprofit to help disabled people in their independence. When it seems like someone is targeting people with multiple sclerosis in violent attacks, Mara worries that she might be next. This novel is a powerful and personal glimpse into ableism and the ways disabled folk struggle for independence in a society that wishes to erase them.

Historical Fiction

Set in 1940s New York City, private investigator Lillian Pentecost decides to hire a partner after her multiple sclerosis diagnosis. Days earlier, runaway circus member Willowjean "Will" Parker saved Lillian's life with her exceptional knife-throwing skills, so Lillian decides Will is the right person for the job. Much like Watson in Sir Arthur Conan Doyle's Sherlock novels, Will narrates her adventures with the famous PI Lillian Pentecost. In this book, the first of a series, the two solved the murder of a woman discovered in a locked room after a Halloween party.

The Frangipani Tree Mystery by Ovidia Yu

Set in 1936 Singapore, aspiring journalist SuLin - who walks with a limp after having polio as a child - becomes a nanny to the British acting governor's 17-year-old intellectually disabled teen when someone murders the previous nanny. In this new position, SuLin must learn to navigate tense racial politics and new etiquette rules. She enjoys working with Dee Dee, the acting governer's child, but when another murder happens in the house, she joins forces with Chief Inspector Thomas LeFroy to help solve the murders. Yu deftly tackles fraught topics (like racism) with humorous moments and compassionate characters.

Mystery

Toby has had a lucky life with very little hardship until two burglars beat him nearly to death. To recover from his brain injuries, he visits his uncle, who is also recovering from a stroke. When Toby discovers a skeleton buried in the elm tree he used to play beneath as a child, his ideal childhood begins to fracture. Detectives descend upon the house, and Toby decides to get to the bottom of the mystery behind the skeleton. This character-driven, slow-burn mystery is full of twists and turns.

Retired orthopedic surgeon Dr. Jennifer White has dementia, and when her best friend Amanda is killed and four of her fingers surgically removed, police consider Jennifer the prime suspect. In fractured prose, Jennifer tries to remember whether or not she murdered her friend while also wrestling with mourning for Amanda and piecing together their tumultuous past. Meanwhile, the relationship between her caretaker and two adult children begins to splinter. This darkly vivid novel is as much about relationships as it is about solving a crime.

Alexa Wú has only told three people about having dissociative identity disorder: her therapist Daniel, her stepmother Anna, and her best friend Ella. Desperate for money, Ella takes a job at a seedy strip club and discovers her boss is part of an extensive sex trafficking ring. Alexa and Ella decide to take him down themselves and infiltrate the dark, London criminal scene. As the situation becomes more stressful, Alexa's various personalities begin to take over. This intense novel delves into life with a mental illness and the misogynist traumas many women and girls have to face.

Fantasy

After attempting suicide, Millie's legs have been amputated, and she is in a psychiatric hospital for her borderline personality disorder. Feeling hopeless and adrift, when a mysterious woman shows up in her hospital room wanting to hire her for the Arcadia Project, Millie agrees despite knowing nothing about the group. Suddenly, she finds herself part of a group of disabled people in charge of navigating and keeping secret the relationship between Hollywood stardom and the fey. Helping to investigate the disappearance of one such fey, Millie discovers a much bigger plot. This super fun and engaging urban fantasy is the first book in the Arcadia Project series. Author Mishell Baker also has borderline personality disorder.

This riveting and gorgeously written novel follows Vern, a 15-year-old queer, Black albino girl who's escaped into the woods from an abusive husband and the leader of a Black pride cult called Cainland. Pregnant with twins, Vern gives birth and raises her sons in the forest by herself until they're 4 years old. Members of Cainland received experimental drugs in their food or water, which caused nightly hallucinations. Away from Cainland, Vern's hallucinations turn into vivid hauntings, and slowly her body begins to transform into something else, something not quite human. This novel vividly portrays how Black bodies have been used for unethical experiments while celebrating queer love, motherhood, and vengeance.

Race the Sands by Sarah Beth Durst

When humans who've committed despicable acts die, they return in the form of monstrous kehoks. Tamra was once a champion kehok racer, but she's no longer able to race after a riding injury. Instead, she trains new kehok racers. Desperate for money to help her daughter, she purchases a human-killing kehok and agrees to train the inexperienced runaway Raina in kehok racing. As the two train together, Tamra begins to view Raina as her second daughter. Now she has not one but two daughters to protect, and this year's races have even higher stakes. Winning will have empire-wide consequences. This enthralling fantasy depicts a mother who will do whatever it takes to give her daughters the lives they deserve.

As a child, Touraine was one of many taken by the empire to be trained as an indentured soldier. Now an adult, she wants to rise in the empire's ranks. She has the perfect opportunity to get noticed when the empire returns to her home country, Qazāl, and there's an assassination attempt on the queen. She spots the attempt before the other soldiers and successfully saves the queen's life. Meanwhile, the princess Luca - who walks with the assistance of a cane after her legs were injured in an accident - wants to overthrow her uncle and intends to make peace with the Qazāli rebels. This complex and emotional North African-inspired epic fantasy is rich in detailed world-building and character development.

Horror

Imp is schizophrenic and is never exactly sure of what is and isn't real. Told two years in the future, Imp tries to grapple with Eva Canning's disappearance, a woman she became obsessed with after noting her eerie similarities to the woman in the 1898 painting "The Drowning Girl." Puzzling over the mystery of Eva, Imp's re-created memories contain fragments of fairy tales and myth. This dark and uncanny novel is a fascinating read.

In 2015, the entertainment company Imagine - known for its horror films - sent a research vessel on a scientific expedition to the Mariana Trench to investigate mermaids. The ship disappeared and left behind gruesome footage that depicts mermaids that aren't quite how Disney imagined them. Seven years later, Imagine sends out another ship called The Melusine to uncover what happened that day. In addition to lots of LGBTQ+ representation, the crew of The Melusine have many disabilities: One member is autistic, two twins are deaf, and another has nerve damage. This thrilling and inclusive horror is a nail-biting and imaginative read. The author Seanan McGuire (who writes under Mira Grant for horror) is disabled.

Science Fiction

A new technology threatens to tear a family apart in this prescient, character-driven sci-fi. Pilot is a brain implant that increases focus and cognitive abilities. Val, a teacher, first notices the Pilot's effect in her upper-class students. Soon, her son is asking for a Pilot, as is her wife, Julie. But Val doesn't like the idea of a brain implant, and Val and Julie's daughter, Sophia, can't have the implant due to her epilepsy. Pinsker explores each family member's perspective as this new technology changes their lives. It's a fascinating novel that explores how technologies can transform family dynamics.

In this literary science fiction novel, the protagonist - who shares the author's name - repairs time machines while searching for his father, who invented the time machine and then disappeared. His companions are a depressed operating system and a fictional dog. As he repairs people's time machines, he also listens to their problems, and what unravels is a fascinating and lovely meditation on time, relationships, and mental health.

In this dark sci-fi horror, artificial intelligence gods feed off human souls. Because they need humans to survive, these AI gods are invested in human survival. Autistic physicist Yasira Shien is working on a reactor that will radically change how people live when it unexpectedly fails and causes a major disaster with deadly consequences. The AI gods send cybernetic angels to investigate and they make a deal with her: to avoid execution, Yasira must find her former mentor, who's somehow disappeared. Like the main character, author Ada Hoffmann has Asperger syndrome.

Romance

Computer nerd Chloe Brown has fibromyalgia and has pretty much given up on love. After a car almost runs into her, she decides she needs to give herself an ultimatum. She creates a list of seven things to do to "Get a Life." Her first step is to move out of her family's mansion and into an apartment, and there she meets her new superintendent, the attractive and recently heartbroken Redford "Red" Morgan, who attempts to support his art by fixing toilets and handling cranky residents. This is a charming and hilarious fat-positive romance with excellent chronic illness representation. The author also has fibromyalgia.

Vietnamese American Khai Diep has autism. After an accident that led to his cousin being killed, he's come to think of himself as defective for his lack of external grief, despite his family's support. He decides he will never be in a romantic relationship, but his meddling mother has other ideas. Esme Tran lives in Ho Chi Minh City and works as a janitor, desperately trying to keep her family housed and fed, including her young daughter. When Khai's mother offers her a chance to go to America to try to seduce her son, she hesitantly agrees, seeing a way to possibly secure a future for herself and especially for her daughter. The novel combines endearing characters with a plot that's both nuanced and heartwarming. Like Khai, the author is autistic.

It's hard to find romance when you're asexual. Three years earlier, Cara met dog walker Damien Noelle on a retreat and they really hit it off, but she never got his contact information, and she still regrets it. Since then, Cara was diagnosed with Lyme disease, which has caused brain inflammation and obsessive-compulsive disorder. When her path crosses with Damien's again, she's determined not to let him slip by, but now he seems more interested in her best friend Jana than Cara. This sweet yet compelling read combines multiple identities that are often hard to find in romance. Author Elin Annalise is also asexual and has chronic Lyme disease and encephalitis-induced OCD.

Former model Katrina King escaped her abusive father by marrying a much older man, who has died and left Katrina a wealthy widow at the beginning of the novel. Katrina has extreme anxiety and a panic disorder and prefers to be as reclusive as possible. But when a live tweet about her goes viral, she's put in both emotional and physical danger. She flees with her handsome bodyguard Jasvinder (Jas) Singh to his family's remote peach farm. Jas, a former Iraqi war veteran, has PTSD and has been steadfast in his role protecting Katrina for the past nine years, though he refuses to carry a gun. This sizzling, slow-burn romance does not disappoint. ●

# data[].attributes.attachment_link.title
22 Novels Featuring Characters With Disabilities And Chronic Illnesses To Read

# data[].attributes.attachment_link.description
From compulsive thrillers to heartwarming romances, read these books.

# data[].attributes.headline
Teaching "Wonder" in an ELA Class (for Educators)

# data[].attributes.subject
Teaching "Wonder" in an ELA Class (for Educators)

# data[].attributes.body
CRSP 3.16- Actively engages in critical self-work to identify and address aspects of privilege and marginalization in one's own multiple social identities

# data[].attributes.attachment_link.readable_text
We all know how important novels are when helping students develop authentic literacy skills. However...we also know that traditional novel studies don't allow students to implement all of the literacy skills necessary to become a well-rounded reader.

Traditional novel studies usually include a set of comprehension or discussion questions that correlate with each chapter. There also may be a vocabulary element included. These are important components of a novel study, but aren't a holistic approach to reading.

Today, I am going to talk about a more hands-on approach to studying novels! Read on to find out how to use an interactive workbook to teach the novel, Wonder!

Teaching Wonder

If you have read the novel, Wonder, by RJ Palacio...

Then, I can only assume that you fell in love with it like I did.

Wonder is the perfect novel to study in your intermediate classroom! This book covers themes of kindness, courage, family, identity and so much more. These thought-provoking ideas are present throughout this entire novel study.

As you read the novel, students will meet a young boy name August (Auggie) Pullman. Auggie just wants to be "normal," but Auggie isn't normal. He is extraordinary. Although, not everyone sees it this way.

From the very first page of Wonder, you and your students will be facing topics that are incredibly important to discuss. The Wonder Workbook is the perfect match for this.

A simple way to incorporate these topics is with a daily bell ringer. Each daily prompt has students think and respond about ideals that are woven through the text. This section of the workbook is one of my favorites to use as a class discussion guide, as it will encourage students to look at their stance or position on certain topics.

Digging Deep with the Wonder Workbook

As I previously mentioned, this workbook includes SO MUCH MORE than comprehension questions and vocabulary. But, it does include that, too! The workbook has been designed to meet each level of Bloom's Taxonomy. Students will be able to really dig deep into understanding the novel with activities under each of the following sections: Remember, Understand, Apply, Analyze, Evaluate and Create. Below are *some* of the ideas to incorporate from each section of the Wonder Workbook!

Remember: This is where you will find comprehension questions for each chapter! Students can work through these independently, as partners or groups, or they can be used as a guide for discussion.

Understand: Have students dive into the plot! Use the Extended Plot Structure activity to activate students' literacy skills!

Apply: Study the characters' physical, mental and emotional characteristics. Break down Auggie, Via, Jack Will, Summer, Miranda and Julian with the Characterization Flipbook!

Analyze: Use the complexity wheel to drive discussion of the novel. Or have students use their own creativity to complete task cards tied to the story! They could create illustrations, music, comics, poetry, tweets, etc!

Evaluate: Think like a novelist! Pull back the layers of the story with the literary elements focus lesson or the identifying themes activity.

Create: Start a Kindness Campaign with the extension activity! Or one of my personal favorites: have students create their own Wonder Self-Portraits so that they can practice self-love and reflection!

The activities and lessons that come with this novel study will provide students with an interactive, hands-on approach to reading. They will be reading, writing, illustrating, creating, speaking, researching, discussing and so, so much more!

If you think your students are ready to really study a novel, give Wonder a try! If you'd like to see more from my Wonder Workbook, click here!

# data[].attributes.attachment_link.title
How to Teach Wonder by R.J. Palacio using Hands-On, Interactive Activities - The SuperHERO Teacher

# data[].attributes.attachment_link.description
Novel Studies that Promote Higher-Order Thinking We all know how important novels are when helping students develop authentic literacy skills. However...we also know that traditional novel studies don't allow students to implement all of the literacy skills necessary to become a well-rounded reader. Traditional novel studies usually include a set of comprehension or discussion [...]

# data[].attributes.headline
Teaching about Invisible Identities (for Educators)

# data[].attributes.subject
Teaching about Invisible Identities (for Educators)

# data[].attributes.body
CRSP 3.13- Enacts anti-bias pedagogy and assets-based perspectives of families and communities; identifies counternarratives

# data[].attributes.headline
Model of Braille/Print Protractor (Math)

# data[].attributes.subject
Model of Braille/Print Protractor (Math)

# data[].attributes.body
CRSP.7: Uses instructional strategies connected to different ways of learning and students' interests and background.

# data[].attributes.attachment_link.title
APH Braille / Print Protractor:  Part 13, Measuring the angles of 2-D Manipulatives

# data[].attributes.headline
Strategies on how to be critical on one's self-work to identify and address aspects of privilege (Math)

# data[].attributes.subject
Strategies on how to be critical on one's self-work to identify and address aspects of privilege (Math)

# data[].attributes.body
CRSP.16: Actively engages in critical self-work to identify and address aspects of privilege and marginalization in ones's own multiple social identities.

# data[].attributes.headline
Adaptations and Modifications for Students with Mathematics Disabilities in General Education Classrooms (Math) 

# data[].attributes.subject
Adaptations and Modifications for Students with Mathematics Disabilities in General Education Classrooms (Math) 

# data[].attributes.body
CRSP.7: Uses instructional strategies connected to different ways of learning and students' interests and background.

# data[].attributes.attachment_link.readable_text
Adaptations and modifications come in many forms. Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994). Adaptations and modifications come in many forms. They can be as simple as using graph paper to help student with mathematics disabilities keep columnar addition straight or as complex as solving calculus equations with calculators. To ensure effective instruction, adaptations and modifications for instruction are necessary in the areas of lesson planning, teaching techniques, formatting content, adapting media for instruction, and adapting evaluation (Wood, 1992).

In general education classrooms, adaptations and modifications in mathematics instruction are appropriate for all students, not just students with LD. Teachers of mathematics will find that simple changes to the presentation of mathematical concepts enable students to gain a clearer understanding of the process rather than a merely mechanically correct response. Additionally, adapting and modifying instruction for students creates a more positive atmosphere that encourages students to take risks in problem-solving, which strengthens student understanding of the concept (McCoy & Prehm, 1987).

For many teachers with limited or no preparation for working with students with LD, inclusion of students with mathematics disabilities may create concern. This article provides information on how to adapt and modify mathematics instruction to promote success and understanding in the areas of mathematical readiness, computation, and problem-solving for students with math disabilities. It also presents techniques that promote effective mathematics instruction for these students.

How can general education teachers facilitate the learning of mathematical skills?

Ariel (1992) stresses the need for all students to develop skill in readiness, computation, and problem-solving skills. As illustrated below, adaptations and modifications can be implemented to help students succeed in all three areas.

Readiness

According to Ariel (1992), students with LD must acquire (a) general developmental readiness, and (b) conceptual number readiness. General developmental readiness includes ability in the areas of classification, one-to-one correspondence, seriation, conservation, flexibility, and reversibility. Knowledge of the student's level of general readiness allows the teacher to determine how adaptations and modifications must be enacted to allow for the student to progress. For some students, mathematics readiness instruction may need to include the development of language number concepts such as big and small and smallest to largest; and attributes such as color, size, or shape. Instruction, review, and practice of these concepts must be provided for longer time periods for students with mathematics disabilities than for other students.

Conceptual number readiness is essential for the development of addition and subtraction skills (Ariel,1992). Practice and review with board games or instructional software are effective ways to develop conceptual number readiness for students with mathematics disabilities. Manipulatives, such as Cuisenaire rods and Unifix math materials (e.g.,100 block trays) allow students with math disabilities to visualize numerical concepts and engage in age-appropriate readiness skills (see Lambert in this series for additional suggestions about manipulatives).

Computational skills

Adaptations and modifications in the instruction of computational skills are numerous and can be divided into two areas: memorizing basic facts and solving algorithms or problems.

Basic Facts. Two methods for adapting instruction to facilitate recall of basic facts for students with math disabilities include (a) using games for continued practice, and (b) sequencing basic facts memorization to make the task easier. Beattie and Algozzine (cited in McCoy & Prehm, 1987) recommend the use of dice rolls, spinners, and playing cards to give students extra practice with fact memorization and to promote interest in the task by presenting a more game-like orientation. Further, McCoy and Prehm (1987) suggest that teachers display charts or graphs that visually represent the students' progress toward memorization of the basic facts. Sequencing fact memorization may be an alternative that facilitates instruction for students with LD. For example, in teaching the multiplication facts, Bolduc (cited in McCoy & Prehm, 1987) suggest, starting with the xO and x1 facts to learn 36 of the 100 multiplication facts. The x2 and x5 facts are next, adding 28 to the set of memorized facts. The x9s are introduced next, followed by doubles such as 6 x 6. The remaining 20 facts include 10 that are already known if the student is aware of the commutative property (e.g., 4 x 7 = 7 x 4). New facts should be presented a few at time with frequent repetition of previously memorized facts for students with LD.

Solving Algorithms. Computation involves not only memorization of basic facts, but also utilization of these facts to complete computational algorithms. An algorithm is a routine, step-by-step procedure used in computation (Driscoll, 1980 cited in McCoy & Prehm, 1987). In the addition process, McCoy and Prehm (1987) present three alternatives to the standard renaming method for solving problems, including expanded notation (see Figure 1 ) partial sums (see Figure 2), and Hutchings' low-stress algorithm (see Figure 3). Subtraction for students with mathematics disabilities is made easier through the use of Hutchings' low-stress subtraction method (McCoy & Prehm, 1987) (see Figure 4) where all renaming is done first. Multiplication and division (McCoy & Prehm, 1987) can be illustrated through the use of partial products (see Figure 5) . Further, arrays that use graph paper to allow students to plot numbers visually on the graph and then count the squares included within the rectangle they produce. Arrays can be used in combination with partial products to modify the multiplication process, thereby enabling students with math disabilities to gain further insight into the multiplication process.

Providing adaptations is often very effective for helping students with mathematics disabilities successfully use facts to solve computational problems. Salend (1994) lists suggestions for modifying mathematics assignments in computation. These suggestions are shown in Table 1.

Step one: Add the ones and tens.

6 tens and 12 ones

Step two: Regroup the ones, if necessary

6 tens and (1 ten 2 ones)

Step three: Put the tens together.

(6 tens and 1 ten) and 2 ones

Step four: Write the tens in a simpler way.

7 tens and 2 ones

Step five: Write the answer in number form.

72

Figure 4. Hutchings' Low-Stress Subtraction Algorithm

1) Rewrite the tens and ones places.

2) Determine if renaming is necessary.

3) Rewrite the hundreds, tens and ones places.

4) Determine if renaming is necessary.

5) Renaming is necessary to complete subtraction in the hundreds place. Rewrite the number in the hundreds place.

6) Complete subtraction with renaming already accomplished.

Table 1. Tips for Modifying Mathematics Computational Assignnments.

1. Reduce the number of problems on worksheets for independent practice.

2. Increase the amount of time students have time to complete the assignment.

3. Provide adequate space for students to write out solutions.

4. Follow a standard format for developing worksheets.

5. Cut the worksheet in halves or fourths requiring students to complete one section at a time.

6. Assign only odd or even problems.

7. Highlight the operation to be performed.

8. Move gradually to increasing the number of problems (not more than 20 problems) and decreasing the amount of time to complete the assignment.

Further adaptations and modifications in computational instruction include color coding of the desired function for the computation problem (Ariel, 1992), either ahead of time by the teacher or during independent practice by the student. This process serves as a reminder to the student to complete the desired function and also may be used as an evaluation device by the teacher to determine the student's knowledge of the mathematical symbols and processes they represent.

Matrix paper allows students a physical guide for keeping the numbers in alignment (Ariel, 1992), thus decreasing the complexity of the task and allowing the teacher and student to concentrate on the mathematical process. In simplifying the task, the teacher then can identify problems in the student's understanding of the process rather than in the performance of the task.

Finally, modeling is another effective strategy for helping students solve computational problems. For example, Rivera and Deutsch-Smith (cited in Salend, 1994) recommend the use of the demonstration plus permanent model strategy, which includes the following three steps designed to increase skill in comprehending the computation process: (a) the teacher demonstrates how to solve a problem while verbalizing the key words associated with each step in solving the computation problem; (b) the student performs the steps while verbalizing the key words and looking at the teacher's model; and (c) the student completes additional problems with the teacher's model still available. Other modeling examples provided by Salend (1994) include the use of charts that provide definitions, correct examples, and step-by-step instructions for each computational process.

Problem-solving:

Problem-solving can be adapted and modified for students with mathematics disabilities in several different ways (see Kelly & Carnine in this series for additional word problem-solving instructional strategies). Polloway and Patton (1993) note that students with math disabilities improve their problem-solving skills through teacher-directed activities that include (a) having students read or listen to the problem carefully; (b) engaging students in focusing on relevant information and/or significant words needed to obtain the correct answer while discarding the irrelevant by writing a few words about the answer needed (e.g., number of apples), by identifying aloud or circling the significant words in the problem, and by highlighting the relevant numbers; (c) involving students in verbalizing a solution for the problem using a diagram or sketch when appropriate; (d) developing strategies for working through the story problem by writing an appropriate mathematical sentence; and (e) performing the necessary calculations, evaluating the answer for reasonableness, and writing the answer in appropriate terms.

Lack of critical thinking skills compounds problem-solving difficulties. Several cognitive and meta-cognitive strategies can be used effectively. For example, (1992) recommends the use of six problem-solving strategies that students can monitor on an implementation sheet. Students verbalize the steps while completing the problem and note their completion of the steps on the monitoring sheet. The six steps are:

1. Read and understand the problem.

2. Look for the key questions and recognize important words.

3. Select the appropriate operation.

4. Write the number sentence (equation) and solve it.

5. Check your answer.

6. Correct your errors.

Further, Mercer (1992) identifies the components necessary for students to engage in successful problem-solving. According to Merger, the problem-solving process involves 10 steps, which can be expanded into learning strategies to enable students with math disabilities to be more effective in solving word problem. The 10 steps are:

1. Recognize the problem.

2. Plan a procedural strategy (i.e., identify the specific steps to follow).

3. Examine the math relationships in the problem.

4. Determine the math knowledge needed to solve the problem.

5. Represent the problem graphically.

6. Generate the equation.

7. Sequence the computation steps.

8. Check the answer for reasonableness.

9. Self-monitor the entire process.

10. Explore alternative ways to solve the problem.

Hammill and Bartel (in Polloway & Patton, 1993) offer many suggestions for modifying mathematics instruction for students with LD. They encourage teachers to think about how to alter instruction while maintaining the primary purpose of mathematics instruction: Competence in manipulating numbers in the real world. Their suggestions include:

1. Altering the type or amount of information presented to a student such as giving the student the answers to a story problem and allowing the student to explain how the answers were obtained.

2. Using a variety of teacher-input and modeling strategies such as using manipulatives during the instructional phase with oral presentations.

Techniques to enhance mathematics instruction

For students with math disabilities, effective mathematics instruction is the difference between mathematics as a paper-and-pencil/right-answer type of task and an important real-life skill that continues to be used throughout their lifetime. This section examines effective instructional techniques that the general educator can incorporate into the classroom for all learners, and especially for students with math disabilities.

Increasing instructional time

Providing enough time for instruction is crucial. Too often, "math time" according to Usnick and McCoy (cited in McCoy & Prehm, 1987) includes a long stretch of independent practice where students complete large numbers of math problems without feedback from the teacher prior to completion. Instructional time is brief, often consisting of a short modeling of the skill without a period of guided practice. By contrast, small-group practice where students with math disabilities complete problems and then check within the group for the correct answer, use self-checking computer software programs, and receive intermittent teacher interaction are positive modifications for increasing time for mathematics instruction. Additionally, time must be provided for students to engage in problem-solving and other math "thinking" activities beyond the simple practice of computation, even before students have shown mastery of the computational skills. Hammil and Bartel (cited in Polloway & Patton, 1993) suggest slowing down the rate of instruction by using split mathematics instructional periods and reducing the number of problems required in independent practice.

Using effective instruction

Polloway and Patton (1993) suggest that the components of effective instruction play an important role in the success of students with disabilities in general education mathematics instruction. One suggested schedule for the class period includes a period of review of previously covered materials, teacher-directed instruction on the concept for the day, guided practice with direct teacher interaction, and independent practice with corrective feedback. During the guided and independent practice periods, teachers should ensure that students are allowed opportunities to manipulate concrete objects to aid in their conceptual understanding of the mathematical process, identify the overall process involved in the lesson (i.e., have students talk about "addition is combining sets" when practicing addition problems rather than silent practice with numerals on a worksheet), and write down numerical symbols or mathematical phrases such as addition or subtraction signs.

Teaching key math terms as a specific skill rather than an outcome of basic math practice is essential for students with LD (Salend, 1994) . The math terms might include words such as "sum," "difference," "quotient," and "proper fraction," and should be listed and displayed in the classroom to help jog students' memories during independent assignments.

Varying group size

Varying the size of the group for instruction is another type of modification that can be used to create an effective environment for students with math disabilities. Large-group instruction, according to McCoy and Prehm (1987), may be useful for brainstorming and problem-solving activities. Small-group instruction, on the other hand, is beneficial for students by allowing for personal attention from the teacher and collaboration with peers who are working at comparable levels and skills. This arrangement allows students of similar levels to be grouped and progress through skills at a comfortable rate. When using grouping as a modification, however, the teacher must allow for flexibility in the groups so that students with math disabilities have the opportunity to interact and learn with all members of the class (see Rivera in this series for cooperative learning information).

Using real-life examples

Salend (1994) recommended that new math concepts be introduced through everyday situations as opposed to worksheets. With everyday situations as motivators, students are more likely to recognize the importance and relevance of a concept. Real-life demonstration enables students to understand more readily the mathematical process being demonstrated (see Scott & Raborn in this series for additional ideas). Further, everyday examples involve students personally in the instruction and encourage them to learn mathematics for use in their lives. Changing the instructional delivery system by using peer tutors (see Miller et al. in this series for ideas about peer tutoring); computer-based instruction; or more reality-based assignments such as "store" for practice with money recognition and making change also provide real life math experiences (Hammill & Bartel cited in Polloway & Patton, 1993).

Varying reinforcement styles

Adaptations and modifications of reinforcement styles or acknowledgment of student progress begin with teachers being aware of different reinforcement patterns. Beyond the "traditional" mathematical reinforcement style, which concentrates on obtaining the "right answer," students with mathematics disabilities may benefit from alternative reinforcement patterns that provide positive recognition for completing the correct steps in a problem regardless of the outcome (McCoy & Prehm, 1987). By concentrating on the process of mathematics rather than on the product, students may begin to feel some control over the activity. In addition, teachers can isolate the source of difficulty and provide for specific accommodations in that area. For example, if the student has developed the ability to replicate the steps in a long division problem but has difficulty remembering the correct multiplication facts, the teacher should reward the appropriate steps and provide a calculator or multiplication chart to increase the student's ability to obtain the solution to the problem.

Summary

The mathematical ability of many students with LD can be developed successfully in the general education classroom with proper accommodations and special education instructional support. To this end, teachers should be aware of the necessity for adapting and modifying the environment to facilitate appropriate, engaging instruction for these students. Use of manipulatives is encouraged to provide realistic and obvious illustrations of the underlying mathematical concepts being introduced. Reliance on problem-solving strategies to improve students' memories and provide a more structured environment for retention of information also is appropriate. Finally, teachers must evaluate the amount of time spent in instruction, the use of effective instructional practices, student progress (see Bryant in this series), and the use of Real-life activities that encourage active, purposeful learning in the mathematics classroom.

# data[].attributes.attachment_link.title
Adapting Mathematics Instruction in the General Education Classroom for Students with Mathematics Disabilities

# data[].attributes.attachment_link.description
Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994).

# data[].attributes.headline
Using Differentiated Instruction in Physical Education

# data[].attributes.subject
Using Differentiated Instruction in Physical Education

# data[].attributes.body
CRSP II.7 & CRSP II.8: Uses instructional strategies connected to different ways of learning and students' interests and backgrounds AND builds bridges of meaningful between students' lived socio-cultural realities, academic content and educator expectations (minimizes abstractions)

# data[].attributes.attachment_link.readable_text
Go to navigation for APH PE Kathleen Ellis, Lauren Lieberman, and Dani LeRoux Originally appeared in Palaestra, Volume 24, Number 4, 2009
This article is reproduced with permission. Any further use requires permission from the copyright holder.

With the No Child Left Behind law, teachers are required to be highly qualified in the core area in which they teach. However, is being an expert enough; or better yet, the foundation responsible for a child's education? A great deal of hype has surrounded the use of differentiated instruction as an effective and successful strategy for educating diverse students within the same setting. Expertise in the content being taught is only a fraction of the overall differentiated instruction picture, as in theory, teachers can be experts in their fields, but may not be experts in how to take into account the diversities of learners. An exemplary teacher not only is an expert in his/her core academic area, but has a strong foundation and use of differentiated instructional principles. Differentiated instruction has the focus of diversity, common outcomes, and is student-centered. It is designed to instigate multiple strategies impacting individual students while focusing on a common goal. In other words, the students are all learning identical content, but the strategy for successfully achieving the common outcome/goal is dependent on individual student learning styles and developmental levels (Lieberman & Houston-Wilson, 2009).

Creating An Effective Learning Climate

Differentiating instruction is not a new concept. It has been incorporated as a successful instructional strategy with gifted and talented students for decades. Over the past several years, the advantage of using differentiated instruction in the inclusive learning environment has gained intense focus. Differentiated instruction in and of itself uses instructional strategies based on individual student learning styles and needs. While its success as an all-inclusive instructional strategy is conclusive when effectively incorporated in various learning environments, it was only recently that the value of differentiated instruction was introduced to the physical education setting (Gregory & Chapman, 2007).

Differentiating instruction in physical education is adapted physical education for all learners in an inclusive classroom environment. While adapted physical education has the focus of adapting or modifying the curriculum, activities, or environment to meet the needs of students with disabilities, differentiated instruction has the focus of modifying the content, learning activities, outcomes, and environment to meet the needs of all diverse learners.

When one walks into a typical physical education class, the first thing that comes to mind is diversity-various sizes, shapes, abilities, desires, motivation levels. However, no matter how diverse, teachers must make the physical education environment one that is conducive to learning. Meeting the needs of diverse learners in an inclusive setting involves taking into account what each child needs from this climate in order to feel comfortable, motivated, and successful (see Table 1).

Table 1
Differentiated Instruction Inclusive Strategies

Information to investigate: Facts about the learner
Inclusive strategies based on

Strengths

Background knowledge and experience

Interests

Learning style(s)

Multiple intelligences

Important relationships

Information to investigate: Goals
Inclusive strategies based on

Does the learner have any unique goals?

Are there particular concerns about this learner?

Information to investigate: Facts about classroom demands
Inclusive strategies based on
Content demands-How is content made available to the learners?

Information to investigate: Process demands
Inclusive strategies based on
What processes do teachers use to facilitate student learning?

Information to investigate: Product demands
Inclusive strategies based on

How do students demonstrate what they have learned?

How are they graded?

(Thousand, Villa & Nevin, 2007)

To create an effective learning climate which incorporates instructional strategies promoting inclusion, one may use strategies which are individualized for a given student.

Bethany has low vision and is in a physical education class participating in track and field events. In this case, tactile instruction can be used to teach Bethany the correct form and movement for the shot put, so she can be completely included in the activities with her peers. By focusing on her specific learning style, Bethany can participate in track and field activities.

Knowing the Learner

It is a fairly common understanding among professionals that students differ in their learning styles. In other words, no two students are likely to learn in the exact same way. Some global learning styles involve those who learn best by auditory means, those who learn best visually, and those who learn best by hands on or tactile means. Others may learn best while working with peers, or in small or large groups, or in a more isolated situation (Gregory, & Chapman, 2007). In many cases, students may require more than one learning style to fully grasp concepts being taught. Therefore, understanding individual learning styles and incorporating these into instructional strategies is a requirement, not an option, for differentiated instruction. Knowing your students may be the most important part of differentiated instruction...if you don't know the important aspects of their learning needs and abilities, then determining effective instructional strategies is nearly impossible. Teachers should take into account characteristics of their students when determining strategies to use, such a various learning styles; ways in which students process information; and use of multiple intelligence theory (Gardner, 1983).

Knowing your learners is critically important in successful lesson planning and arrangement of the learning environment, including grouping strategies.

Samantha loves to play soccer, but because she is totally blind she relies a great deal on her auditory ability. Ms. Judge, the physical education teacher, took this into account when planning the lessons and made sure that all equipment used had some auditory device and that small, cohesive groups were incorporated in order to allow more time on task and peer tutoring. In addition, she looked at her learning style as an auditory and tactile learner and made sure her paraeducator worked with her and helped her become familiar with the learning environment and equipment in use. For example, when learning soccer, Ms. Judge had Samantha use a soccer ball with a bell inside, as well as cones which contained beepers so she knew where to dribble the ball. Ms. Judge physically helped Samantha understand how to dribble and gave her verbal and tactile feedback when she was practicing.

Assessing the Learner

Some of us may remember back during our undergraduate years when we took a course on measurement and evaluation (AKA, tests and measurement). Regardless of when or if such a course was completed, one of the take-home messages was that without assessment no programs or instruction can be effectively incorporated with the expectation of success. The first and foremost step for any program or class is to determine a needs assessment. Completing a needs assessment determines students' prior knowledge and skills for upcoming lessons or programs; what areas of interest or overall feelings regarding lessons or programs the students demonstrate; what is needed for students to become more proficient or master skills being incorporated; and to determine skill and understanding levels to format learning groups.

One big thing to remember is that assessment is a continuous, ongoing process. It is completed almost daily, sometimes unconsciously, in order to provide immediate, critical feedback, and make changes in the lessons/programs to ensure learning. Parents are often a good place to gain useful information regarding current performance and unique learning information. As a teacher, there is never a time when assessment is not taking place.

Completion of the needs assessment at the beginning assists in implementing the instructional content and strategies used, informal assessment during the teaching and learning processes assists in ensuring the best learning environment for all students; summative assessment at the conclusion of a learning outcome assists in strengthening future learning outcomes for involved students; and regular self-assessments by the teacher may lead to modifications or changes designed to improve strategies used.

It is important to ensure that students are aware of ongoing assessment and defined success.

During a basketball unit, Janessa was included in the formative rubric assessment. The rubric gave a gold medal to any student who could put three or more basketball-related skills together, such as dribbling, passing, and shooting. They could get a silver for two or more skills, bronze for one or more skills, and honorable mention for participation only. Janessa knew the criteria for grading and worked hard with her partner and friend, Sammy, to get a gold medal. She and Sammy even demonstrated their skills for the class at the end of the unit, allowing the class to see a glimpse of wheelchair basketball!

Grouping Students for Learning

Students can be grouped based on readiness to learn certain content or skills. Table 2 discusses the various ways students can be grouped in order to incorporate differentiated strategies.

Table 2
Grouping Strategies within Differentiated Instruction

Grouping based on: Students' knowledge of a subject
Grouping strategy/purpose

Grouping students with a good knowledge of the subject with peers who have lesser understanding allows for those with better understanding to assist in learning of subject

Grouping students based on knowledge of subject allows for greater attention to specific group based on need

Grouping based on: Students' ability to perform skill or task at hand
Grouping strategy/purpose

Mixed ability groups to encourage peer teaching and cooperation

Focus additional skill building activities with groups showing greater need

Refinement activities for those with higher skills

Grouping based on: Cooperative learning groups
Grouping strategy/purpose

Grouping based on: Interest in a certain area of content
Grouping strategy/purpose
Allows students to choose area of interest and focus on improving skills for lifelong participation

Grouping based on: Peer tutoring
Grouping strategy/purpose

Higher skilled student of same age or older works with peer on specific skills

Less intimidating and likely more comfortable than working with teacher

Benefits both sides in different ways, where one is learning and one is sharing prior knowledge and experience

Grouping based on: Heterogeneous grouping
Grouping strategy/purpose

Grouping based on: Multiple age grouping
Grouping strategy/purpose

Encourages interacting with various ability levels and learning at own rate

Emphasizes child's developmental needs and how best to turn them to strengths

Focuses on the whole child, not just physical development, but also psychologically and socially

(Gregory, & Chapman, 2007)

Ms. Michaels, the physical education teacher, knew the students who had short attention spans, those who could focus for long periods of time, and those who needed some motivation to get moving. She made small cooperative learning groups and combined these learning styles in each group, so the students could motivate each other. Matthew was put into a group as a student who had task persistence and a long attention span, needing only some assistance in activities requiring high balance skills. He, along with his similar peers, Jessica and Michael, helped their group stay focused in Project Adventure to get their group across a moat full of alligators (AKA the balance beam).

Instructional Strategies

As mentioned earlier, differentiated instruction has the focus of diversity. It takes into account not only the content being taught and requires the teacher to be an expert in this area, but also to have a strong foundation of understanding of his/her students, the cognitive learning theory, and strategies for incorporating differentiated instruction. Successful integration of differentiated instruction requires an all-or-none principle. Teachers must be proficient in all four areas or else differentiated instruction strategies are likely not to be effective. Steps for implementing differentiated instruction into the physical education setting include-consistency; planning the program; use of focus activities at start of class; not wasting time; using graphic organizers; using cooperative group learning; using metaphorical and analogous thinking to make meaningful connections; and, awareness of student level of readiness and thinking complexity.

The importance of modifying curriculum and/or equipment to include ALL students is a critical step for any physical educator.

Mr. Estes teaches elementary physical education and his first grade class is one of diverse, mixed abilities. Two of his students, Jonathan and Ryan, have cerebral palsy and use motorized wheelchairs. For the lesson of catching and throwing, he modified the learning environment so that Jonathan and Ryan could catch and throw small and medium beach balls hanging from a line directly in front of them. This allowed them to work at their own pace and level without losing valuable time retrieving equipment. Both Jonathan and Ryan were able to work on their hand-eye coordination and movement of their arms during this activity, which increased their overall upper body movement and range of motion!

Curricular Approaches

Organizing curriculum to meet the various needs of diverse learners is no easy task. Differentiated instruction takes into consideration several strategies related to curriculum approach and organization-learning stations; incorporating projects into your classroom; use choice boards to give students empowerment over learning; use problem-based learning approaches; and incorporate student learning contracts in your classroom.

Bryn's class was working on bicycling and there were a few modifications to this activity based on student ability level. Ms. Rush knew the students' level of readiness, and she introduced several options of bikes ranging from two wheelers, three wheelers, two seaters, to tandem bikes. This allowed her students, regardless of ability or disability, to move up in equipment use as their riding ability progressed. Since Bryn had low vision and had never ridden a bike before, she was able to comfortably start with a tandem bike, allowing her to be successful in this unit.

Summary

Effective teachers take all of the skills and abilities of their learners into account. By differentiating instruction, students are set up for success and are taught to their strengths. Differentiated instruction does take time, energy, attention, and patience; yet, the outcome is well worth the energy. By assessing each student and then setting up effective instruction, grouping, and curricular approaches, every child will be successful. Table 3 provides an example of considerations for programming to ensure that differentiated instruction is appropriately implemented and successful.

Table 3
Example of Considerations for Programming to Ensure Differentiated Instruction

Function: Balance difficulties
Needs: Has difficulty during kicking, throwing, or balance activities
Approach taken by instructor for all students

Set up kicking, throwing, or balance beam next to wall

Allow some children to throw or kick from sitting

Work on throwing and balancing in the pool

Selected References

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gregory, G. H., & Chapman, C. (2007). Differential instructional strategies. Thousand Oaks, CA: Corwin Press.

Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion; A handbook for physical educators. Champaign, IL: Human Kinetics.

Thousand, S. J., Villa, R. A., & Nevin, A.I. (2007). Differentiating instruction. Thousand Oaks, CA: Corwin Press.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kathleen Ellis is Associate Professor of Adapted Physical Education in the Department of Kinesiology at West Chester University, PA, and serves PALAESTRA as Department Editor for the Calendar section.

Lauren Lieberman is Professor of Adapted Physical Education at SUNY-Brockport, NY. Danielle LeRoux, is Adapted Physical Education Teacher, Cecil County Public Schools, Elkton, MD.

# data[].attributes.attachment_link.title
Using Differentiated Instruction in Physical Education

# data[].attributes.attachment_link.description
APH - American Printing House for the Blind: The world's largest nonprofit organization creating educational, workplace, and independent living products and services for people who are visually impaired.

# data[].attributes.headline
Example Lesson on Wheelchair Design (Math)

# data[].attributes.subject
Example Lesson on Wheelchair Design (Math)

# data[].attributes.body
CRSP.12: Challenges and modifies the 'core curriculum' by recognizing the legitimacy of cultural heritages of multiple racial, ethnic, class, religious, ability, and gender groups as worthy content to be taught in formal curriculum.

# data[].attributes.headline
Research Paper that discusses how to use appropriate cultural referents and ability identities in the math classroom (Math)

# data[].attributes.subject
Research Paper that discusses how to use appropriate cultural referents and ability identities in the math classroom (Math)

# data[].attributes.body
CRSP.2: Uses appropriate cultural referents and ability identities to co-construct knowledge and foster the development of the whole child/youth.

# data[].attributes.headline
Collaborating with Families of Students with Disabilities

# data[].attributes.subject
Collaborating with Families of Students with Disabilities

# data[].attributes.body
CRSP.1 & .2: Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults. Actively promotes allyship to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole.

# data[].attributes.attachment_link.title
IRIS | Page 4: Family Engagement: Collaborating with Families of Students with Disabilities

# data[].attributes.attachment_link.description
The involvement of parents can be a powerful influence on their children's educational success and as such is regarded as a best practice in early childhood instruction.

# data[].attributes.body
CRSP 13- Enacts anti-bias pedagogy and assets-based perspectives of families and communities; identifies counternarratives

# data[].attributes.attachment_link.readable_text
ability to access audio and video on your device;

pen and paper;

your lesson book for reference throughout;

and about one hour.

Learn
Culture refers to a wide range of identity and community characteristics. Culturally responsive pedagogy engages identities and identity issues across all groups and communities: gender, ability/disability, religion, sexual orientation, socioeconomic status, race, ethnicity, language and nationality.

Culturally responsive classroom culture exists when classrooms are safe spaces where students are seen, valued, cared for and respected as their full selves.

In looking more directly at classroom culture, we must keep in mind that culturally responsive pedagogy:

allows all students to be their full selves.

asks teachers to lead by example in matters of respect and inclusivity.

encourages both students and teachers to speak up against bias, bullying and exclusion.

encourages deep exploration of complex and challenging issues.

ensures that everyone's voices and participation are valued.

recommends teachers and students both participate actively in teaching and learning.

values respect, diversity and equity.

In this professional development, learners will:

Identify thoughtful classroom setup and structure that honor student experience

Establish norms for shared inquiry and dialogue

Establish how to create social-emotional learning safety in the classroom

Analyze behavior management practice to ensure value-based components

Learn More:
Think about a classroom that makes you feel safe.

List five to 10 characteristics of that classroom.

Think about a classroom that makes you feel unsafe.

List five to 10 characteristics of that classroom.

Working in a cohort? Share your lists with a partner.
Honoring Student Experience:
Let's begin by looking specifically at honoring student experience. A culture that honors student experience includes the following:

A sense of openness and cultural humility

An asset-based view of youth, groups or experiences that may be unfamiliar

A commitment to avoiding and challenging stereotypes

A willingness to let students define their own identities

One way of honoring student experience is to have students share their own stories and experiences.

Teacher Amber Makaiau facilitates a discussion with her students about "being local." How does the activity in the video honor student experience? Which of the four elements of this practice (listed above) are demonstrated in the classroom exercise?
Go Deeper:
Another way to make room for students to talk about their experiences is to talk about yours. There is great power in the authentic, thoughtful sharing of personal anecdotes by teachers. Choose stories carefully, keep them relatively brief and communicate them at a level that invites appropriate student sharing.

Imagine you are teaching a lesson on gender messages using " Jerrie Mock" by Tamera Bryant from the Perspectives text library. To help illustrate the lesson, share with your students a time when you were personally impacted (positively or negatively) by society's ideas about gender.
Apply:
Think about a time you were personally impacted (positively or negatively) by society's ideas about gender. Write down as many key details as you remember. Look at your upcoming lesson plans, and determine when you can incorporate telling this story to your students. Write one to two questions that encourage students to share stories related to the same theme.
Classroom Setup and Structure:
The next segment looks at classroom setup and structure.

Keep your students and the following consideration points in mind when arranging your classroom:

Inclusions of multicultural images

Arrangement of furniture and supplies that supports collaboration, fosters dialogue and encourages student ownership and comfort

Learn:
One way to increase consciousness of your classroom surroundings is taking an inventory of how the room is decorated.

Watch Amber's video a second time; focus on the images displayed throughout the classroom. Consider race, ethnicity, language, nationality, gender, ability/disability, religion, family structure, age and environment/surroundings as you watch.
Apply:
Using the inventory sheet, do a physical or mental scan of your classroom and school building.

Look for images representing race, ethnicity, language, nationality, gender, ability/disability, religion, family structure, age and environment/surroundings. Are images displayed inclusive of multiple groups in each category? How does your classroom compare to the school environment? Which groups are underrepresented? Which groups are overrepresented? What can be done to include more groups?
Shared Inquiry and Dialogue:
The next piece will look specifically at shared inquiry and dialogue. A classroom that bases itself on shared inquiry and dialogue has five main components:

1. Listening: deeply listening to what others say and to the feelings, experiences and wisdom behind what they say

2. Respect: trusting the integrity of others, believing they have the right to their own opinions (even when different from your own), and valuing them enough to risk sharing your own ideas

3. Humility: recognizing that our own ideas and opinions are only a part of the story and that other people may have access to pieces of the puzzle that we don't know about

4. Voice: speaking the truth as we see it and asking questions about things we don't know or understand-particularly on topics related to identity, difference, power and justice

5. Trust: building a safe environment to try on new ideas and work through the conflicts, controversy and "ouch moments" that often arise in talking about difficult topics
Learn:
Diving further into your analysis of shared inquiry and dialogue by looking at participation norms within a classroom. For example: How do we communicate with one another? How well do we listen to each other? While watching this video, list in the right column examples of how the teacher includes the five components above.
Apply:
Think about inquiry and dialogue in your classroom. Take a minute to review the five components of shared inquiry and dialogue.

With each component in mind, brainstorm ways to encourage participation from your students. In the right column, list at least one option for each component.
Social and Emotional Safety:
The next segment of this professional development looks specifically at social and emotional safety within a classroom environment. There are multiple ways to create a safe environment:

Teach social-emotional skills

Actively create positive relationships

Practice bullying prevention and intervention

Build community

Focus on understanding and appreciating differences

Engage in meaningful conflict resolution

Teach students to challenge bias and exclusion and to stand up for each other as allies

Research shows that students need to feel both physically and emotionally safe to learn; safety includes being free from the threat of stereotypes, harassment and exclusion. Safety is especially important when learning about issues of identity, power and justice. Many of these issues touch students at a personal level and leave them feeling simultaneously vulnerable and passionately invested. Creating a safe climate takes time and work on the part of both teachers and students.
Learn:
A safe classroom culture (one that incorporates social and emotional standards) requires that teachers engage the "whole child." While you watch this conversation with Teaching Tolerance Award for Excellence recipient Amber Makaiau, look for ways Makaiau addresses social and emotional well-being in addition to academic growth.
Go Deeper:
When reflecting on the importance of looking at the "whole child," the 2013 CASEL Guide, Effective Social and Emotional Learning (SEL) Programs, is a great place to start.

There are many powerful programs and strategies available to support teachers in building social-emotional skills, addressing bullying and harassment, managing conflict and building community. Here are a few suggested approaches:
Apply:
Attending to social-emotional learning and school climate helps create the conditions for productive conversation, nurtures relationships across lines of difference and models inclusiveness of all people.

Let's review some of the most important components of social and emotional safety:

Active teaching of social-emotional skills

Attention to creating positive relationships

Bullying prevention and intervention

Community building

Explicit focus on understanding and appreciating differences

Meaningful conflict resolution

Teaching students to challenge bias and exclusion and to stand up for each other as allies

How will you incorporate these components into your classroom routines?

Choose one area to focus on and plan for how to integrate it into your teaching and classroom management.

Working in a cohort? Share your plan with a partner.
Values-based Behavior Management:
We now look at values-based behavior management.

This critical practice asks you to consider five key principles of behavior management that support and model the values of anti-bias education:

1. Belief in the dignity of every person

2. Community building

3. Equity and fairness

4. Respect for cultural differences

5. Respect for the safety and inclusion of all individuals and groups

There are many ways to infuse these values into disciplinary practices. All teachers need to build on their own personal styles to design appropriate classroom management systems. Generally, however, there are three primary aspects of this work:

1. All classes must commit to creating a safe, inclusive community where all students and teachers are respected.

2. Disciplinary incidents must be treated as opportunities for growth, restitution and community building (not just "punishment").

3. Behavior management practices must address issues of fairness, equity and cultural awareness.

Learn:
Taking a values-based approach to behavior management and discipline supports the community-building goals embedded in culturally responsive teaching. It also provides students with exposure to a system of justice that values all people and seeks to build connections rather than divisions.

There are several strategies available to teachers to ensure values-based behavior management:

Student-generated agreements and contracts establish shared ownership of classroom norms.

Zero indifference (not zero tolerance) means never letting disrespectful conduct go by as though nothing has happened, but does not require automatic suspension, expulsion or other punishments that take kids out of class.

Restorative justice emphasizes building community, repairing harm and restoring relationships rather than simply punishing those who have engaged in misconduct.

Go Deeper:
Culturally responsive teachers shift their behaviors to maintain a values-based approach to classroom management and reduce student push-out. As outlined in A Teacher's Guide to Rerouting the Pipeline, daily classroom management decisions can help divert students from punitive discipline and establish values-based discipline instead.

Classroom teachers can:

1. Adopt a social-emotional lens.

2. Know their students and develop their own cultural competence.

3. Plan and deliver effective student-centered instruction.

4. Move the paradigm from punishment to development.

5. Resist the criminalization of school behavior.

Apply:
Consider what current disciplinary measures you use. How could you implement the use of one of the aforementioned strategies: student-generated agreements, zero indifference, restorative justice and values-based classroom management shifts?

List challenges you might face in using one of the strategies. Identify supportive allies in your building.

Working with a cohort? Share your ideas with the group.
Reflect:
At the start of this professional development module, we identified our objectives.

Let's return to the objectives now:

Identify thoughtful classroom setup and structure that honor student experience

Establish norms for shared inquiry and dialogue

Establish how to create social-emotional learning safety in the classroom

Analyze behavior management practice to ensure value-based components

Take a minute to remind yourself of key ideas from each objective.

Working in a cohort? Share key ideas with the group.

Let's review the critical practices for classroom culture introduced here:

Honoring student experience

Thoughtful classroom setup and structure

Shared inquiry and dialogue

Social and emotional safety

Values-based behavior management

Take a minute to remind yourself of key features of each practice.

Include an action item that you can/will use in your classroom to implement the practice.

Working in a cohort? Fill in the table with a colleague.

Lastly, let's expand on your action plan.

What can you change tomorrow to make your teaching and your classroom culture more culturally responsive? Keep in mind that this change should be something that takes very little (or no) money or outside resources.

What steps will you take to make this change?

To help you plan, finish this sentence, "To honor my students' cultural backgrounds within my classroom culture, I will..."

Identify an ally with whom you can share your plan and who can periodically check in to support your work in this area. Do the same for your ally; be each other's cheerleaders and advocates.

For continued reflection purposes, consider starting a journal where you can jot down thoughts and ideas as you implement Critical Practices for Anti-bias Education. Remember that this work is not in addition to what you already do; rather, it should frame what you currently do so that you can be more inclusive in your work with students.

# data[].attributes.attachment_link.title
Critical Practices for Anti-bias Education: Classroom Culture

# data[].attributes.attachment_link.description
Identify thoughtful classroom setup and structure that honor student experience; establish norms for shared inquiry and dialogue; establish how to create social-emotional learning safety in the classroom; and analyze behavior management practice to ensure value-based components.

# data[].attributes.body
CRSP 15- Promotes student development of skills to advance systemic reforms (change in policies, laws, institutional practices

# data[].attributes.headline
How to Collaborate with Teachers to Increase Classroom Activity [Interactive]

# data[].attributes.subject
How to Collaborate with Teachers to Increase Classroom Activity [Interactive]

# data[].attributes.body
CRSP I.1, CRSP I.3, & CSRP I.4: Fosters interpersonal dialogue, relationships of trust, and sense of community among students and skills, AND recognize the positionality of the instructor and acknowldge power dynamics in the classroomand with families, LASTLY actively promotes allyship to advance the culture of inclusion through intentional, positive, and conscious efforts that benefit people as a whole.

# data[].attributes.attachment_link.provider_name
PE Blog - Read & Discuss Current PE Topics

# data[].attributes.attachment_link.title
How to Collaborate with Teachers to Increase Classroom Activity [Interactive]

# data[].attributes.attachment_link.description
https://youtu.be/yR7i-ejimhw Episode Transcript: One way to be a school wellness champion is to promote active learning and activity breaks in your school

# data[].attributes.headline
Unified Sports Level the Playing Field for Students With Disabilities

# data[].attributes.subject
Unified Sports Level the Playing Field for Students With Disabilities

# data[].attributes.body
CRSP I.1 & CSRP I.4: Fosters interpersonal dialogue, relationships of trust, and sense of community among students and skills AND actively promotes allyship to advance the culture of inclusion through intentional, positive, and conscious efforts that benefit people as a whole.

# data[].attributes.attachment_link.readable_text
Viviana Nicastro, a senior at Saratoga Springs High School in New York, said her physical education classes before the pandemic often were an exercise in doing as little as possible while people were watching.

"Not a lot of people would try in gym," she said. "There wasn't a lot of encouragement. There were a select few people who really knew how to do one sport, and then the rest were kind of discarded a little bit-not in the respect of the teacher per se, but [by] the students as a whole."

This year, Nicastro participates in a unified P.E. class, structured to include both general education students and those with intellectual disabilities. While Nicastro is in general education, she said the difference in structure and tone has been important for her in engaging in class.

"In unified P.E. right now, I think that all of the activities are a test of your ability, but also like a learning experience for everyone," she said. "So you're helping other people while you're learning, you're doing it together, and everyone is more involved. Everyone is lifting each other up."

In its first survey of high school sports participation since the pandemic, the National Federation of State High School Associations found that the number of students participating in unified sports programs has risen nearly tenfold, from about 5,500 in the 2018-19 school year to nearly 48,000 in 2021-22. Twenty states now have districts with unified physical education programs or varsity teams, double the number of states with unified programs pre-pandemic.

That increase came amid broader declines for many varsity team sports nationwide during the pandemic. Around the nation, districts field unified teams in 17 different sports, from mainstays like basketball, softball, and track and field competitions to bass fishing, bocce, and corn toss.

Colleen Belanger, a physical education teacher and unified basketball coach at Saratoga Springs High School in New York, said the unified program has expanded in part because more students need more supportive environments to re-engage in school. Belanger has about 30 to 40 students each on the school's unified basketball and bowling teams, as well as about 60 students in unified P.E. classes, which had to expand sessions and waitlist some students this year because the demand was so high.

Athletic Director Rebecca Gentile said the Corning-Painted Post area school district in New York started a unified basketball team before the pandemic in the 2018 season, and has since expanded to bowling as well.

"You have students with disabilities and their partners who are students without disabilities working together on teams, so it's unique in creating opportunities for inclusion for our students," Gentile said.

While athletes cannot play on both a unified and a regular team for the same sport, Gentile said general education athletes often participate in unified teams during their off seasons, such as a player on a regular spring varsity basketball team joining the winter unified bowling team.

How unified sports works

Unified physical education programs pair stable ratios-often roughly equal numbers- of students with intellectual disabilities, such as Down syndrome or autism, with general education peers on teams or in classes. The programs are led by coaches trained in both athletics and universal access for special education. The approach differs from adapted sports, which are geared toward athletes with physical disabilities. Students with and without disabilities are on equal footing in unified sports, rather than having general education athletes mentor those with disabilities. And unified teams follow normal competitive interscholastic regulations for their sports.

"We're not talking about cutthroat and win-at-all-cost. What we're talking about is following the rules of the sport, and whether two teams have high-functioning student athletes that are participating, or even teams with low-functioning student athletes, they can still have a competitive game and get all the same benefits ... of working together for a common goal and overcoming adversity," said Todd Nelson, the assistant director for the New York State Public High School Athletic Association, who has been running unified interscholastic sports in the state for a decade. "Unfortunately there's some mindset that students with disabilities can't handle that type of situation. Well, they can. We've seen it countless times across schools."

Brian Quinn, the director of Special Olympics International, said unified sports have been growing steadily over the last 15 years or so, "but I think the last few years in particular, it's ramped up to a tipping point to become mainstream."

The sports may also provide a way to help students reengage socially and scholastically from isolation during the pandemic, which studies show hit both adolescents in general, and students with disabilities, in particular, hard.

"I think there's a strong desire around the country for athletics to be seen as more than just elite sports for just a select number of individuals, but about engaging all students in their school, giving them that school pride, and getting them excited to come to class," Quinn said.

One 2021 evaluation in the American Educational Research Journal found that schools that implemented unified sports and their related leadership and engagement programs saw a 1.1 percentage-point bump up in graduation rates for all students-and a 1.4 percentage point increase in graduation rates for students with disabilities-compared with schools that did not implement unified sports. It and other studies have also suggested both students with disabilities and general education students (called "partners" in unified teams) report feeling more included and engaged in school when participating in unified programs.

'It's just a positive vibe'

"As a high school principal, I've seen that athletics can be the best at times, and it can be the worst at times. And unfortunately, a lot of the bad times come out in athletics, whether it's parents screaming at officials or kids screaming at kids," said Nate Work, the principal of Pembroke Junior and Senior High Schools in Penbroke Central Schools in New York. "All that goes out the window with unified sports. When kids from both teams score, everybody, everybody claps and cheers. Nobody's screaming at the officials. It's just such a positive vibe."

Participation dropped in the Empire State's unified sports early in the pandemic, Nelson said, in part because some student athletes were more likely to have medical conditions that put them at higher risk if they contracted COVID-19. Audra diBacco, the school social worker and unified basketball coach at Columbia High School, said during virtual instruction in the pandemic, the school created a virtual classroom specifically for students in the unified sports program, where coaches could send weekly practice activities and other messages to keep students engaged. The student-athletes on the unified basketball team eventually created a video of themselves showing off dribbling moves and "passing" the ball to each other virtually.

While slower to rebuild than varsity teams, unified sports in New York have been "exploding across the state" this year, Nelson said, both in the numbers of programs and the students participating in them. For example, he said, while a typical basketball team includes 12-15 players, unified basketball teams at many New York schools this year have ranged from 25-30.

To build a successful unified sports program, Nelson recommended district leaders bring together athletic directors, special education teachers, and parents to identify the sports likely to be the best fit for students, as well as recruit special and general education athletes.

At Saratoga Springs, Nicastro plays varsity field hockey, but joined the school's unified bowling team as a partner last year. "The relationships that I've built through these programs have-it might seem cheesy to say-but they've been life-changing," Nicastro said. She has found students more likely to root for and make friends with students from other school teams at unified matches, and students tend to be more supportive of each other when learning unfamiliar sports.

"It's not only a learning experience for some people, but it's kind of for everyone," Nicastro said. "Like, I'm terrible at bowling. I sometimes don't even score over 100 or make it halfway there sometimes. And, the best part about it is that, say you score 25, everyone's still clapping and cheering you on.

"I was kind of introduced into a community where there was such inclusion," she added. "I had wanted that, but I didn't know that there was [one] until I found it."

# data[].attributes.attachment_link.title
Unified Sports Level the Playing Field for Students With Disabilities

# data[].attributes.attachment_link.description
Interest is growing in unified sports, where students with and without intellectual disabilities can play and compete together.

# data[].attributes.headline
Universal Design for Learning in Physical Education

# data[].attributes.subject
Universal Design for Learning in Physical Education

# data[].attributes.body
CRSP II.5 AND II.6: Uses intersectional knowledge of the students to make learning more appropriate and effective AND Communicates high expectations and provides appropriate contextualized support to reach these

# data[].attributes.attachment_link.readable_text
UDL is a way of thinking and acting that may change the way you approach student learning. Rather than thinking a student needs to change, UDL looks at the learning environment. Consider what within the environment is a barrier to learning. Is it that space itself? Is it the equipment you are using? Perhaps it is the way the students are expected to learn. The learning environment can include other barriers such as the goals of the class, the way assessments are conducted, or the way the students are organized. See below for a diagram that outlines an ecological analysis of the learning environment (Haywood & Getchell, 2019). When considering implementing UDL in the classroom, it is important to look at the following elements.

UDL provides a framework for implementing strategies to reduce barriers to student learning. The main way to do this is to create a learning environment where students have what they need to flexibly meet the learning goals. When developing and planning your lesson, think about the students, the classroom environment, and the task you are teaching.

Three underlying components form the basis of UDL. These include Principle 1: Multiple Means of Engagement - strategies for motivating and getting student "buy-in." Principle 2: Multiple Means of Representation -providing flexibility in the way information is presented through instruction, and Principle 3: Multiple Means of Action & Expression - designing options that align with student learning and performance.

What does UDL look like in the gymnasium?
Universal design can be found just about anywhere in your gymnasium (Lieberman et al., 2020). For example, when students enter the gym, is there anything that prevents all students from being a part of the class? Are the doors wide enough to accommodate a chair? Can everyone sit together? Are you, as the teacher, using multiple ways to deliver instruction (verbal, visual, peer modeling) to support a variety of learning styles?

Universal Design for Learning looks different in each gymnasium, but there are commonalities. To start with, there's always a focus on building expert learning for all. Other common elements of a UDL experience include:

All learners knowing the goal

Intentional, flexible options for all students to use

Student access to resources from the start of a lesson

Students building and internalizing their own learning (CAST, 2018).

As educators, we know that there are multiple ways students can perform a particular skill, especially given the range of abilities in any given class. Through careful planning of options that differ across students' developmental levels and skill functionality, students may not always do the same task in the same way. But the framework for having clear goals and flexible options is consistent no matter the grade level or the content areas. Utilizing UDL supports student learning and participation across the psychomotor, affective, and cognitive domains. Removing barriers, offering choices, and options in the ways students can participate and express what they can do, will ultimately lead to better learning outcomes for our students.

Lauren and Michelle are two of four co-authors of the text Universal Design for Learning in Physical Education. For more information please contact michelle.grenier@unh.edu

References & Resources
CAST. (2018). About. Retrieved from: http://www.cast.org/our-work/about-udl.html#.WukPFdMvxME

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Haywood, K.M., & Getchell, N. (2019). Life span motor development (any edition). Champaign, IL: Human Kinetics.

Lieberman, L.J., Grenier, M., Brian, A., & Arndt, K. (2020). Universal design in physical education. Champaign, IL: Human Kinetics. https://www.nchpad.org/1820/7004/Laying~the~Foundation~for~Universal~Design~for~Learning~in~Physical~Education.

# data[].attributes.attachment_link.title
Universal Design for Learning in Physical Education

# data[].attributes.attachment_link.description
UDL is a way of thinking and acting that may change the way you approach student learning. Rather than thinking a student needs to change, UDL looks at the learning environment. Consider what within the environment is a barrier to learning. Is it that space itself? Is it the equipment you are using?

# data[].attributes.headline
What is the first step for including adapted sport in general PE curriculum?

# data[].attributes.subject
What is the first step for including adapted sport in general PE curriculum?

# data[].attributes.body
CRSP III.14 & CRSP III.16: Promotes student development of skills to become social critics and decision-makers AND Actively engages in critical self-work to identify and address aspects of privilege and marginalization in ones's own multiple social identities.

# data[].attributes.attachment_link.readable_text
An educational approach now receiving a considerable amount of attention is universal design for learning (UDL) (Lieberman et al., 2021; Meyer et al., 2014). As conceptualized, UDL ensures that all students have access to and success in learning, especially those with unique educational needs. The UDL framework has particular relevance not only for adapted physical education teachers, but for general physical education teachers as well. UDL encompasses the design of educational facilities, materials, instructional methods, and assessments. To affirm its importance, the Every Student Succeeds Act (ESSA) of 2015 includes reference to UDL, especially as it relates to the design and use of technology to support the learning of all students, including those with disabilities. The overall programmatic framework is conceptualized around nine core tenets as described by McGuire and colleagues (2006) and Block (2016). These include

1. equitable use,

2. flexibility in use,

3. simple and intuitive use,

4. perceptible information,

5. tolerance for error,

6. low physical effort,

7. appropriate size and space,

8. community of learners, and

9. instructional climate.

A key aspect of UDL is for teachers to anticipate student differences and plan for them prior to instruction. However, teachers also need to monitor student progress and be able to implement adjustments along the way as needed.

Functions of Teachers of Adapted Physical Education

This section discusses key functions performed by teachers and others who contribute to successful teaching of adapted physical education. These functions include identifying unique needs, determining appropriate instructional settings and supplementary or support services, selecting strategies for individualizing instruction, and adapting activities. Special consideration is given to individualized instruction and adapting activities within the context of UDL. Finally, preparing students without disabilities for inclusion and preparing support personnel are also discussed.

IDENTIFY UNIQUE NEEDS The first step is to identify the student's unique needs. Once this is accomplished, the most appropriate program content and objectives can be selected. In the absence of unique needs, the appropriate setting is general physical education.

The identification of unique needs is a foundational basis of an individualized education program (IEP). This determination is heavily based on screening and other assessment procedures, which schools will have in place. It is important for physical educators to be involved in determining students' needs in the field of physical education. Sample guidelines for determining unique needs are presented in chapter 4. Several chapters in this book include information to help identify, clarify, and meet unique needs.

DETERMINE APPROPRIATE INSTRUCTIONAL SETTINGS AND SUPPORT SERVICES Once unique needs are determined, settings for instruction and supplementary or support services can be identified. Possible settings are presented in figure 2.1. Settings for instruction depend on the support or supplementary services required. Support services might include team teaching, peer tutoring, teaching assistants, paraprofessionals, or volunteers. In addition to support services, there might be a need to identify and provide Section 504 accommodations to promote interaction, such as interpreters, facilities, equipment or supply modifications, and even rule modifications. Examples of supplementary services include physical, occupational, or recreation therapy as well as orientation and mobility training.

INDIVIDUALIZE INSTRUCTION The ability to individualize instruction is important. Individualization occurs when teachers make modifications in their objectives, methods of assessment, content, instructional materials, teaching styles, and instructional strategies and methods. Examples of individualized cycling activities for students with visual disabilities are presented in figure 2.2.

To enhance individualized instruction, UDL focuses on three overarching principles (Meyer et al., 2014, p. 7):

Multiple Means of Engagement. Utilizing the interests of learners, offering choices of content and tools, and increasing motivation by offering adjustable levels of challenge. Various ways of getting and staying engaged in learning. It is the "why" of learning and results in motivated learners.

Multiple Means of Representation. Giving learners various ways of acquiring information and knowledge by using a variety of methods to present information. Various ways to present and access information, concepts, and ideas. It is the "what" of learning and results in knowledgeable learners.

Multiple Means of Action and Expression. Providing learners alternative ways of demonstrating what they know. Various ways of planning and executing learning tasks or skills. It is the "how" of learning and results in goal directed learners.

Each principle is further organized and expanded upon by guidelines (CAST, 2020). The guidelines for multiple means of engagement provide options for recruiting interest, sustaining effort, and self-regulation. The guidelines for multiple means of representation provide options for enhancing perception, language and symbols, and comprehension. The guidelines for multiple means of action and expression provide options for physical action, expression and communication, and executive functions. Taken collectively, UDL is designed to educate students who are ultimately purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed. The principles and guidelines are the basis from which appropriate activity variations, modifications, and adaptations (as well as facilities, curriculum, and assessment) in adapted physical education and sport can be used. A number of chapters in the book offer examples of activity variations and modifications. The next section describes possible activity adaptations. Additional ways to facilitate individualized instruction are also discussed elsewhere, including differentiated instruction (chapter 7), cooperative learning (chapter 7), and multisensory teaching (chapter 8).

ADAPT ACTIVITIES In order for individualized instruction within the context of UDL to be successful, teachers must adapt activities. Adapting activities increases the likelihood that students with varying abilities will have the same opportunity to participate and gain equal benefits from participation (see the Application Example sidebar). Of course, not all adaptations are equal, or lead to the same results, or are good. For example, allowing a student using a wheelchair to play in a traditional basketball game involving nine students without disabilities might jeopardize the education and safety of the players and is probably not a good modification strategy. Permitting a double dribble in a basketball game by a student with low cognitive functioning might be considered a good strategy by some teachers and students but be viewed as unfair by others. With this in mind, it is useful to evaluate adaptations using established criteria. For the purpose of this book, the following criteria are suggested for determining good adaptations in settings that include students receiving adapted physical education. A good adaptation does the following:

Promotes interaction and interplay. Good adaptations enhance interaction, cooperation, competition, and reciprocity to the extent appropriate.

Meets the needs of all students in the class. Good adaptations meet the needs of all students and do not jeopardize the education of any student in class.

Improves or maintains self-esteem. Good adaptations improve or maintain the self-esteem of all students. Adaptations should not embarrass or inappropriately draw attention to students.

Provides physical activity. Good adaptations promote physical activity for all classmates as much as possible (e.g., elimination-type activities would be contraindicated).

Provides a safe experience for all. Good adaptations sustain a safe environment for all participants.

Modifications for physical activities have been directly or indirectly categorized in many ways. Lieberman and Houston-Wilson (2018) suggest four modification areas for adapted activities: equipment, rules, environment, and instruction. Each area involves a change or variation so that students with unique needs might be better able to participate in skills or games. As an example, table 2.1 provides some ways in which the activities associated with softball can be modified using the four categories. The modifications may be applied to most or all physical activities and to one or more individuals participating in the activity. This book provides adaptations for physical education and sport based on these modification areas and others.

Although adapting physical activities via the four modification areas is a useful approach, adaptations can be enhanced in other ways as well. The sidebar Techniques for Promoting Physical Education Participation presents seven helpful techniques for involving students with and without disabilities. These techniques may also be evaluated using the criteria for good adaptations presented earlier. The first suggested technique is to permit the sharing, substitution, or interchange of duties in an activity. This technique is patterned after the idea of a pinch hitter or a courtesy runner in softball. In an inclusive setting, for example, a runner without disabilities might run to first base after a nonambulatory student strikes a softball from a tee, or a runner who is blind might run bases with a sighted partner.

A second helpful technique is to select activities in which contact can be made and maintained with an opponent, partner, small group, or object. Children with auditory or visual impairments might engage successfully in such activities as tug of war, chain tag, square dancing, and wrestling because continual contact is made with partners, team members, or opponents. Children with visual impairments might also use a rail to guide their approach while bowling.

A third helpful technique is to modify activities in such a way that all participants assume an impairment or disability. If not overused, this strategy can be useful in educating all children. Students without disabilities might simulate lower limb impairments during an activity by hopping on one foot; they could also close their eyes or be blindfolded while playing Marco Polo in a pool.

Modifying or avoiding elimination-type games or activities is a technique generally recommended for general physical education. In dodgeball, for example, rather than being eliminated from play when hit by a thrown ball, children might become throwers standing behind their opponents' end line or simply have a point charged against them. In a game of Jump the Shot, the winner could be the one who makes contact with the shot the least number of times rather than the last person remaining in the activity.

Participation is sometimes promoted when play areas are reduced for students with limited movement capabilities. For example, a student with a below-the-knee amputation and a prosthesis might successfully play tennis, badminton, or volleyball in a court that is narrower than standard. Years ago, American football players with vision impairments played on fields 10 yards (9 meters) wide. Reducing the size of play areas might also be advisable to decrease activity intensity for children exhibiting cardiopathic disorders, severe forms of diabetes, or other conditions affected by exercise intensity.

The next technique is to emphasize abilities rather than disabilities. For example, Deaf children or those who have vision impairments might be more successful in activities if auditory or visual cues or goals were used. Instead of running to a line, students with impaired vision might be asked to run toward a bell, horn, whistle, drum, or clapping sound. Students with impaired vision might also shoot baskets, perform archery, or play shuffleboard if an auditory goal locator is placed near the target. Students with severe movement restrictions or using wheelchairs might play a game in which the winner is the one who most closely predicts her time in negotiating 100 yards (91 meters), thus emphasizing cognitive abilities over physical ones.

A final recommended technique, and perhaps the most helpful, involves modifying activities by giving handicaps. This strategy originates from games such as bowling and golf, where handicaps are given to even the playing field. In a running relay, for example, a child with a lower limb impairment may run a shorter distance or be given a head start. In a basketball shooting contest, a student with less ability might participate by standing closer to the basket, using a smaller ball, or shooting at a larger rim. When playing Wiffle ball, students with eye-hand coordination deficits might be permitted to use a much larger plastic bat. In tennis, a player using a wheelchair might be permitted to strike the ball after it has bounced twice. In these instances, the idea is to see who can participate or win under the conditions determined at the outset.

Inviting guest speakers with disabilities who have had successful experiences in physical education and sport

Conducting role-playing activities

Talking about famous people who have disabilities

Teaching about friendships

Leading a discussion about disabilities

Providing ongoing information, encouragement, and support for everyone

PROMOTE AWARENESS AND ACCEPTANCE OF STUDENTS WITH DISABILITIES A fifth key function is promoting awareness and social acceptance of students with disabilities by general physical education students. It is commonly accepted that positive experiences contribute to overall peer acceptance and healthy social attitudes toward people with disabilities and their involvement in physical education and sport activities. Block (2016) has suggested several activities that general physical education teachers can implement to enhance awareness and acceptance. Examples include the following:

Exhibiting positive attitudes and modeling appropriate social behaviors are key factors for successful acceptance by general physical education students. The teacher should clearly convey that students with disabilities are individuals who belong in an inclusive society.

PREPARE SUPPORT PERSONNEL A sixth function of teachers who implement adapted physical education is to prepare support personnel. Successful teaching frequently depends on the provision of appropriate support services. Support services might be quite varied and might involve teaching assistants, paraprofessionals, related service professionals, adapted physical educators, volunteers, students, and others. To optimize the use of support personnel, the teacher needs to be confident that the personnel are prepared to provide their unique contributions. The nature of the preparation will vary according to the role that support personnel provide and the background of each contributor.

More Excerpts From Adapted Physical Education and Sport 7th Edition With HKPropel Access

Get the latest insights with regular newsletters, plus periodic product information and special insider offers.

# data[].attributes.attachment_link.title
Functions of Teachers of Adapted Physical Education

# data[].attributes.attachment_link.description
By Joseph P. Winnick and David L. PorrettaAn educational approach now receiving a considerable amount of attention is universal design for learning (UDL) (Lieberman et al., 2021; Meyer et al., 2014). As conceptualized, UDL ensures that all students have access to and success in learning, especially those with unique educational needs.

# data[].attributes.body
CRSP II.5 AND II.6: Uses intersectional knowledge of the students to make learning more appropriate and effective AND Communicates high expectations and provides appropriate contextualized support to reach these

CRSP III.15: Promotes student development of skills to advance systemic reforms (change in policies, laws, institutional practices

# data[].attributes.attachment_link.keywords[]
what's new in adapted physical education

# data[].attributes.attachment_link.keywords[]
what's new in adapted physical education

# data[].attributes.attachment_link.title
‎What's New in Adapted Physical Education on Apple Podcasts

# data[].attributes.attachment_link.description
‎Podcast by What's New In Adapted Physical Education

# data[].attributes.headline
The benefit of using peer buddies in adaptive physical education

# data[].attributes.subject
The benefit of using peer buddies in adaptive physical education

# data[].attributes.body
CRSP III.14 & CRSP III.16: Promotes student development of skills to become social critics and decision-makers AND Actively engages in critical self-work to identify and address aspects of privilege and marginalization in ones's own

# data[].attributes.headline
Your #1 Resource for Physical Activity and Motor Skills Ideas

# data[].attributes.subject
Your #1 Resource for Physical Activity and Motor Skills Ideas

# data[].attributes.body
CRSP II.7 & CRSP II.8: Uses instructional strategies connected to different ways of learning and students' interests and backgrounds AND builds bridges of meaningful between students' lived socio-cultural realities, academic content and educator expectations (minimizes abstractions)