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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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15 Differentiated Instruction Strategies |  Prodigy Game

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Research shows that students' academic performance is enhanced when teachers implement Strategy Instruction in the classroom. Strategy Instruction involves teaching students various skills that can facilitate learning. Students are taught to choose the strategy that is best suited for the material and content that they have to learn and to make this part of their routine.

Chunking, visualization, PQ4R techniques, taking notes are some examples of strategies that are taught as part of Strategy Instruction. Therefore, through the use of Strategy Instruction, students are equipped with the skills required to become good learners.
Benefits of Strategy Instruction
Learning the different strategies and identifying the best time and way to use them allows students to learn independently, improving their self-esteem and confidence. They are able to explore new directions in problem solving, to reflect and introspect on outcomes and mistakes, and to experiment with various strategies in order to choose the one that work best for a particular lesson. Thus, Strategy Instruction facilitates self-directed learning within the classroom.
Teaching Strategy Instruction
Strategy Instruction can be taught through these simple steps:

Good learning: What is good learning? Explain the concept of good learning to the class and mention the strategies that it requires. Encourage them to discuss their thoughts on this. Generating questions about good learning will help students identify the core strategies that they rely on while studying.

Learn the strategies: Teach your students the different cognitive, memory and visual strategies that can make learning fun and easier. It is essential that different strategies are taught so that students can choose one with ample knowledge. Along with the strategy, it is important that they learn to relate the strategy with the content. For example, when a student is taught technique visualization, he or she should also understand how visualization works and the type of content it works for.

Model the strategies: Demonstrate to the class how you would use a strategy and when. Explain the process of reasoning to help the students learn better. Consider a scenario where the teacher is teaching the strategy of chunking. The students can write down a list and the teacher can chunk the material and repeat the list to the class. However, this would be more effective if the teacher explained how the chunking took place, i.e. chunking information into objects, facts, dates, etc. This will help them try it out and get better results.

Practice and generalization: Encourage the students to practice the strategies. Initially, it may be helpful if the teacher questions them on the possible strategies that can be used. As students get familiarized with the different strategies, it will be easier for them to generalize it at all phases of learning.

Self-evaluation: As students practice the strategies, encourage them to evaluate their choice of strategy and reflect on whether it was the optimal choice. Encourage them to try out different strategies in a particular situation and compare the results. In this way, students are taught to self-evaluate their work and strengthen their knowledge on the strategies.

Knowing more about Strategy Instruction would, therefore, help students be efficient and self-directed good learners and advance their academic performance.
Learn More... Take a course
Discuss Here: What are the different strategies that can be taught through Strategy Instruction?

About PLB

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How can Strategy Instruction be used to Support Learning in the Classroom?

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Research shows that students' academic performance is enhanced when teachers implement Strategy Instruction in the classroom. Strategy Instruction involves teaching students various skills that can facilitate learning. Students are taught to choose the strategy that is best suited to the material and content that they have to learn and to make this part of their routine.

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The Strategic Instruction Model is a comprehensive, research-validated approach to adolescent literacy that addresses the needs of students to be able to read and understand large volumes of complex materials as well as their need to be able to express themselves effectively in writing.

SIM Content Enhancement Routines are dynamic teaching tools that use powerful teaching devices to organize and present curriculum content in an understandable and easy-to-learn manner. Teachers use Content Enhancement Routines to plan for and impart content to academically diverse classes in ways that all students can understand and remember key information. All of the routines promote direct, explicit instruction to facilitate problem-solving and critical thinking skills for students.

SIM Learning Strategiesare teaching tools that gradually release control from teacher to student to help students understand information and solve problems effectively and efficiently. SIM Learning Strategies have the necessary breadth and depth to provide a well-designed scope and sequence of strategy instruction. Strategies are divided into strands, or categories of skills: acquisition of information, storage and retrieval of information, and demonstration of competence.

Reading Programs have been developed for adolescents that empower learners while promoting adolescent literacy. They focus on student motivation while engaging students and their teachers in explicit instructional patterns.

SIM tools, when used in combination with additional interventions to affect schoolwide change, may be implemented through tiered systems of support. One systematic approach, developed at the CRL, is called the Content Literacy Continuum(TM) (CLC). CLC is a coordinated, schoolwide approach to improving literacy for all students in secondary schools, enabling them to meet higher standards. Based on five levels and focused on helping schools use their data to develop and sustain a comprehensive and integrated approach to literacy, CLC's goal is to ensure that schools are empowered to develop the infrastructure necessary to identify, develop, and offer the multitiered resources, services, and supports essential to a literate, successful school community.

Related:

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The Strategic Instruction Model is a comprehensive, research-validated approach to adolescent literacy that addresses the needs of students to be able to read and understand large volumes of complex materials as well as their need to be able to express themselves effectively in writing.

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Universal Design for Learning (UDL): What You Need to Know

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Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. This approach offers flexibility in the ways students access material, engage with it and show what they know.

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Universal Design for Learning | Center for Teaching Innovation

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Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning.

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Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology.

Imagine this: Your students are going to write an essay on the stages of butterfly metamorphosis.

Some students have seen butterflies grow through the different stages at a local science museum. These students are excited to share what they know. Other students don't know anything about butterflies and are nervous about writing on this topic. And some students don't like to write - they dread this activity from the moment you say "essay."

In any class, you know there's a wide range of enthusiasm, background, and skills among your students. When you plan with this range in mind, you can approach the lesson in several ways.

You could share a mini-lesson on butterfly metamorphosis and have students use a guided worksheet as they write. Or you could set up stations where students are grouped using flexible grouping around understanding of the topic, language ability, or reading level.

But take a step back. In any lesson or task, you can anticipate this range of variability among your students. There's another approach you can take to plan for this variability in all your lessons: Universal Design for Learning (UDL).

Why use Universal Design for Learning?

The ultimate goal of UDL is for all learners to become "expert learners." Expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed about learning.

UDL is a powerful approach because from the very start of your lesson, it helps you anticipate and plan for all your learners. It can help you make sure that the greatest range of students can access and engage in learning - not just certain students.

You don't need specific tools or technologies to follow UDL's principles either. Instead, your students choose from the tools and resources you already have. They might use them in different ways.

Also, UDL may change how you think about what prevents students from learning. Instead of thinking that something needs to change about the students, UDL looks at the learning environment. The learning environment can include barriers to learning, like the design of the curricular goals, assessments, methods, and materials. In this way, the learning environment itself can be "abled" or "dis-abled."

UDL gives you a framework to follow so you can reduce the barriers to learning. The main way to do this is to prepare a learning environment where students have what they need to flexibly meet learning goals.

What does UDL look like in the classroom?

Universal design can be found just about anywhere you look - both inside and outside your school. Curb cuts change sidewalks so that they're accessible to the greatest range of users, including people who use wheelchairs and those pushing strollers. Closed captions make television accessible to people who are deaf or who have hearing loss, as well as people at the gym or spouses who can't agree whether or not to keep the TV on at night. No two forms of universal design are the same.

Universal Design for Learning looks different in every classroom. 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

In a UDL environment, students rarely do the same task in the same way at the same time. The flexible options will differ across developmental ages. But the framework for having clear goals and flexible options is consistent no matter the grade level or content areas.

How can I use the three principles of UDL?

UDL describes human variability based on parts of the brain that manage the "why" (affective network), the "what" (recognition network), and the "how" (strategic network) of learning. Watch as CAST co-founder David Rose explains why UDL emphasizes variability instead of disability.

CAST developed UDL guidelines that are based on three main principles that align with these learning networks. The three UDL principles are engagement, representation, and action and expression.

The chart below includes the three UDL principles adapted from CAST. It also gives you some questions to consider and lists some examples of the principles in action. You can print a one-page version of this chart to have on hand while planning a lesson, activity, or routine for your students.

How can families support this at home?

Families may not be familiar with the concept of students being active participants in setting their learning goals. They may have questions about letting students make their own learning choices.

Explain at back-to-school night or in a class that you'll be using Universal Design for Learning. You can even share a family-friendly article about the UDL approach to teaching.

Assure families that you have high expectations for all students to become expert learners in your classroom. And explain that you'll keep working with the students and their families to build the skills and interest to make that happen.

Additional CAST resources to explore

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Universal Design for Learning (UDL): A teacher's guide

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UDL stands for Universal Design for Learning. When you teach using UDL, your lessons are designed in flexible ways to meet the needs of individual learners. Read more about UDL.

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Most teachers will agree that student brains are as diverse as their fingerprints. Each student is compelled by different interests, aided by different strengths, and hindered by different struggles.

Universal design for learning, or UDL, provides a framework for embracing the neurodiversity that exists in all our classrooms. It asks teachers to create flexible learning environments and practices to support a broad range of learners. It might seem like you have to be an expert to start employing UDL principles in the classroom-but in fact, you can start laying the groundwork as early as tomorrow.

What Is UDL?

UDL is predicated on the simple belief that designing lessons based on our conventional learners ignores the instructional needs of the outliers. Most importantly, UDL suggests a fundamental shift in how we understand learning challenges. It puts an emphasis on remediating the classroom rather than the student.

Think of it this way: When you put a wheelchair ramp in an airport, it helps people in wheelchairs, of course. But it also helps many other people, including those with roller bags and strollers and sore legs.

UDL is meant to work the same way-it helps lots of different students and in lots of different ways. With UDL, teachers can reduce barriers to learning by providing accommodations, different modes of instruction, and alternative assessments to help all students achieve their learning potential.

In order to design learning environments based on our students' diverse interests, needs, and abilities, it helps to know more about them. That might involve simply surveying our students-or talking to others who know them, like their parents and former teachers. This information helps identify our builders, poets, inventors, and illustrators. It is also valuable to know if our students think in numbers, pictures, or words. Maybe most importantly, knowing their history of problems at school: Identifying which students have struggled to read, write, or connect with their classmates will inform necessary adjustments to instruction.

Different Ways to Read and Write

My understanding of how UDL can work in my 5th grade classroom has been gradual but steady over time. Initially, my instructional shifts were attempts to develop singular strategies to help individual students. However, when I adapted the delivery of my content, introduced assistive technology for school work, or granted an assessment accommodation for one student, it usually became a helpful practice for many.

For example, I recently had an amplification system put in my classroom to assist a hearing-disabled student. But many more students with normal hearing reported that it made a dramatic difference in their ability to attend to instructions and explanations. This served as an important reminder that solving an issue for one student often becomes an improved practice for the rest of the class-which is a central tenet of UDL.

The growth of assistive reading technology has made it easier than ever for teachers to adapt texts for different learning needs. Students who struggle to read need to find a different way to access words and ideas. Many students can understand audio information that they are unable to consume and comprehend in text form. Providing subject content via audiobooks, podcasts, videos, and text-to-speech apps helps to address the gap between students' reading ability and their intellectual abilities. Additionally, certain reading supports, like Learning Ally's VOICEtext and the Voice Dream Reader app paired with Bookshare, allow students to read along with the audio content while the words are being highlighted on screen. This can help strengthen and support students' decoding abilities while allowing them to consume information.

Lately, I've been trying to make written text in my classroom available digitally as much as possible. Students can enlarge font size and use text-to-speech apps to read digital content (Voice Dream Reader can vocalize text from almost any digital platform, including Dropbox and Google Drive). Digital material is also easier to locate for my less-organized students.

Meanwhile, dictation apps and software can help students who struggle with the mechanics of writing by allowing them to speak their ideas into a device instead. Students are often stunned when they can swiftly evolve from three poorly composed sentences to several thoughtfully composed paragraphs. And when the playback option is employed, students who struggle to edit their own work can catch mistakes they would have otherwise missed.

Steady Goals, Flexible Modes of Assessment

When our teaching objectives are clear, we can be more flexible about how we measure student understanding. For example, if I'm trying to determine whether my students understand the three branches of the U.S. government, I can have them write out an explanation, tell it to me orally, perform a rap, design an infographic, or create an iMovie. The mode of expression is not what I'm measuring. Furthermore, if I don't set strict rules, some of their demonstrations of understanding will likely exceed my less imaginative assessment structures and make the task infinitely more personal and engaging.

Likewise, when I assign an essay, if my goal is for students to support a meaningful idea in a clear and organized manner, whether they speak into a laptop or type with their fingers is not relevant. For my students who do not struggle with dysgraphia, a learning disability that affects one's writing, combining composition and keyboarding can provide helpful practice with integrating both skills. However, insisting on making my strugglers combine the task of writing an essay with keyboarding practice will certainly backfire when it comes to the quality of their output.

Oral expression can also be designed to be more inclusive of different personality types. I have recently committed to punctuating our full-class discussions with more frequent "think-pair-shares," during which students explain a concept to a partner. These more intimate conversations let my introverted, or less boisterous, personalities stay engaged and practice sharing their thinking with their classmates.

'A More Inclusive Learning Environment'

As with many educational evolutions, staying updated about the landscape of UDL best ideas, practices, and assistive technologies can seem daunting. But one does not have to personally do all the discovery and vetting. I recommend leveraging the existing (and generous) expertise that exists online and in our own school faculties. Creating ways of sharing instructional practices in your school community and allowing assistive tech experts to keep you updated on different apps are simple ways to offset feeling overwhelmed.

Ultimately, in the same way the wheelchair ramp also helps all passengers, I have witnessed how my own (inexpert) shift toward UDL has helped all my students, not just the ones with the quirky learning profiles. Allowing students to access and express knowledge in multiple ways has allowed all abilities to more effectively optimize their strengths and minimize their weaknesses.

Creating a more inclusive learning environment has involved no unique expertise, just a shift in instructional thinking and practice. Maybe you want to ease into UDL by rethinking classroom seating or discussion techniques. It may make more sense to explore alternative assessment techniques or simply make your existing ones untimed. Incorporating transformational assistive tech is another way to level the playing field. I guarantee that you will never regret time spent investigating how to get your struggling readers connected to Bookshare or Learning Ally.

Although-each UDL adjustment I have made has improved my instruction, I did not make these changes all at once. And, of course, I am not finished.

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When It Comes to Universal Design for Learning, Don't Wait to Be an Expert (Opinion)

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When teachers create flexible learning environments, they support all different types of learners, Kyle Redford writes.

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How Universal Design for Learning Can Help With Lesson Planning This Year

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The core concepts of UDL are particularly helpful for teachers moving between remote, hybrid and in-person teaching.

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The Inclusion Classroom: An Inclusive Education Movement

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What Does an Inclusive Classroom Look Like?

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If you are reading this post, you are probably searching for information to make sure that your child or someone very special to you is receiving the best educational services possible to meet their individual needs. Thank you for being an advocate for effective inclusive practice. What is inclusion, and…

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Inclusive learning environments are ones in which students feel that their contributions and perspectives are equally valued and respected. The following pages offer ideas and strategies on how to create and sustain inclusive classrooms.

Teaching & Learning in the Diverse Classroom is an online course open to any Cornell instructor, from any discipline and with any level of diversity expertise. Learn more about this course and the next course offering.

Classroom climate

Influence the classroom climate to enhance student learning.

How to respond to incidents that impact the climate in teaching & learning.

Connecting with your students

Build trust and rapport by connecting with your students to improve the classroom learning experience.

Establishing ground rules

Establish ground rules to ensure that all students understand and practice respectful and productive classroom communication.

Global learning

Incorporate meaningful global learning experiences for your students.

Icebreakers

Effectively use icebreakers in your class to create a sense of community.

Inclusive teaching strategies

Use inclusive teaching strategies to ensure that students with a wide range of backgrounds, characteristics, and expectations have productive learning experiences in your class.

Universal Design for Learning

Utilize universal design for learning to insure that your teaching approach meets the needs and abilities of all learners to eliminate unnecessary hurdles in the learning process.

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Inclusive learning environments are ones in which students feel that their contributions and perspectives are equally valued and respected. The following pages offer ideas and strategies on how to create and sustain inclusive classrooms. Teaching & Learning in the Diverse Classroom is an online course open to any Cornell instructor, from any discipline and with any level of diversity expertise.

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When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners.

Inclusive classrooms also reduce stigma. Imagine this kind of learning community:

Understanding inclusion

Is it inclusion?

This chart, developed by inclusion expert Nicole Eredics, can help you understand what inclusion is and isn't.

Child spends the majority of the day in the general education classroom.

Child spends the majority of the day in a special education classroom and goes to a general education classroom for one or two periods.

Child's desk is included with the other groups of desks in the classroom.

Child's desk is away from the other desks in the classroom.

Child has access to and is included in classroom lessons and activities that are adapted or modified to meet his/her special needs.

Child works on his/her own curriculum.

Child attends outside activities with the class including assemblies, field trips, enrichment classes, and recess.

Child is given alternate activities and options with other special education students.

Child is an independent, valued, and respected classroom member.

Child is looked upon as helpless, needy, and dependent.

The child's paraprofessional facilitates access to the curriculum and classroom activities.

The child's paraprofessional determines access to the curriculum and classroom activities.

The paraprofessional encourages child to complete work as independently as possible, while providing support when needed.

The paraprofessional does not provide many opportunities for the child to complete work independently and "hovers."

Child receives specialist support (therapy, speech, and language) with minimal disruption to the class routine and program.

Child is pulled from the classroom lessons and activities for specialist suport without consideration for what the child will miss.

The teacher can identify your child's strengths and areas for improvement.

The teacher refers to the specialists and paraprofessionals to identify child's development.

Child can name classmates and has many common classroom experiences.

Child does not know classmates and does not have many common classroom experiences.

The trend toward inclusive general education classrooms

Can special education students thrive in general education classrooms? Watch Carl Cohn, a former superintendent, talk about the trend toward inclusive classrooms (also called inclusion classrooms). Hear his tips on what to ask if a school suggests your child should be in a separate, self-contained classroom. Learn more at Understood, 4 Benefits of Inclusion Classrooms.

Read about a New York City public school program called ASD Nest in this article from The Atlantic: What School Could Be If It Were Designed for Kids With Autism.

Inclusive Learning: Everyone's In

This video, "Meeting the Needs of the Whole Child," overview is part of the Edmonton Public Schools' Inclusive Learning: Everyone's In initiative. The District was selected as a change agent for Alberta's Action on Inclusion initiative - to share information about best practices to welcome, include and support students' needs in the classroom and community. (Edmonton Public Schools, Alberta, CA) View all of the "Inclusive Learning: Everyone's In" video >

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Inclusive Classrooms: A Primer for Teachers

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When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners. Inclusive classrooms also reduce stigma. Imagine this kind of learning community: "Inclusive classrooms are filled with diverse learners.

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How many can you think of?
The new school year is just around the corner and with it comes plenty of excitement, stress, and planning. By now, you've reflected upon your last year and have determined which strategies, topics, lessons, etc., were successful and which flopped. With this insight, you can better organize your schedule. You should arrange plenty of time to teach subjects that are required, and plenty to teach those that aren't.

This includes finding time for Social Emotional Learning (SEL) which can sometimes take the back seat to the standard curriculum. Your class will appreciate a break from the rigor of everyday classes when you save time to practice social skills. Activities for learning social skills can be fun and take a variety of forms, from play in group settings, vicarious learning through VideoModeling™ curricula, or even virtual interactions.

Student needs and interests vary greatly, so the most engaging approach to teach social skills will differ for each student. Experiment with the options we've detailed below and find which strategy is most engaging and effective for your classroom!

For the Do-ers

From a young age, we're thrown into various social interactions and expected to be able to communicate effectively with others. While some social butterflies thrive in this learn-by-doing setting, some students including those with autism, ADHD, Asperger's, or anxiety, benefit from having more explicit social skills training.

Try Improv. This is a great outlet if there are specific skills or situations your students need guided practice with. Whether you want to practice conversation starters, listening skills, eye contact, or any other social skill, improv can help. You can tailor improv games to the needs and interests of your class - here is a great place to start.

Teach the Value of Effort. Good relationships require effort to both build and maintain. Teach students how to apply effort to relationships using Making The Effort, which teaches students to rely on- you guessed it- effort instead of luck or innate skill. This proven-effective, motivational program promotes prosocial skills and clearly illustrates the rewards of students' effort.

Students learn to identify likable behaviors, how to leave a good first impression, how to show interest in having relationships with others, and many more ways to achieve social success. Each lesson comes with role-play ideas to have students practice each situation and skill for themselves.

For Vicarious Learners

Research in Social Psychology has firmly established that most social skills can be and are learned "vicariously." In other words, social skills don't have to be learned the hard way, through trial and error. Instead, we can learn by watching the social successes and failures of others. This gives students the opportunity to build emotional intelligence and learn appropriate social conduct in the safe, familiar setting of a classroom. Below are some great curricula that utilize VideoModeling™ for vicarious learning.

Build a Good Foundation. Prioritize self-care - First Impressions matter.

Within a few minutes of meeting someone (more likely seconds), we start to make judgments about their personality, their character and their values. If our first impressions are positive, we're more likely to accept and like the person.

Due to this "First Impressions Effect," it's important to stress with students the importance of how they present themselves physically. It is the very first aspect that others consider in social situations. Help your students work on their hygiene, dress, grooming and attitude basics with the First Impressions Curriculum.

Teach PeopleSmart Behaviors. Can your students distinguish the difference between a friend and someone who is just being friendly? Do they know how to deepen a relationship? If not, or they could just use a little more help in the area, then check out PeopleSmart. This VideoModeling™ program uses humorous vignettes to show students the Smart and Not Smart ways to handle numerous social situations. Students learn skills for building friendships and how to avoid being taken advantage of by acquaintances. See a trailer for PeopleSmart and the rest of the LifeSmart series here.

Remember Boundaries. An essential part of social skills is understanding and recognizing social boundaries. This makes both parties involved feel more comfortable. Another great VideoModeling resource, especially for those who struggle with appropriate personal space and boundaries, is the CIRCLES curriculum.

CIRCLES was proven effective in a Harvard study in "increasing knowledge of social safety and appropriate vs. inappropriate behaviors for children with developmental disabilities. "

For the Tech-Savvy

Tech use in special education classrooms is expanding and for good reason. A study out of Vanderbilt University found students in special education classrooms are more confident in class subject matter after using digital education games. Additionally, students on the spectrum often begin to use electronics at an earlier age and at a higher rate than typical individuals their age.

"Many people with autism are highly interested and motivated by computers, and computer-assisted learning can focus on numerous academic and support areas of need such as emotion recognition, social interaction, and communication." (Goodwin, 2008)

Use an App. Circles Social Skills Utility™
This iPad & Chromebook app follows the same paradigm as the CIRCLES curriculum. It teaches students appropriate touch within each type of relationship students may have. Students create their own CIRCLES world, using personal photos and icons to fill each level of intimacy (color). (Bonus: it's available now for $24.99 for both iOS and Android!)

Try VR. A buzzword in tech and education lately, Virtual Reality (VR) takes visual learning tools (and apps) one step further and puts students in simulated situations and environments. VR has been found to help students focus and remember things better than when two-dimensional options (like computer screens or books).

VR is also a great tool for students with autism. The simulated nature of VR gives students with autism, who may be uncomfortable in real-life social situations, a safe outlet to practice their social skills. In an experiment performed by Dr. Daniel Yang of Autism Speaks, found that:

"After the virtual-reality training, the participants with autism were better able to discern the 'interacting' [characters] from those moving randomly. They also improved their ability to identify the kinds of interactions the [characters] were mimicking (teasing, chasing, etc.)."

Take a Social-Skills Break & Enjoy

Be sure to take a break from your day-to-day lessons for social skills activities. Remember not to take a one-size-fits-all approach and have fun with it.

Citations

Ascione, Laura. "Virtual Reality Could Help Students Remember Better, New Research Says." ESchool News, ESchoolMedia, 16 July 2018, eschoolnews.com/2018/07/17/virtual-reality-research-remember/2/?all.

Goodwin, Matthew S. "Enhancing and Accelerating the Pace of Autism Research and Treatment." Focus on Autism and Other Developmental Disabilities, vol. 23, no. 2, 2008, pp. 125-128., doi:10.1177/1088357608316678. https://www.autismspeaks.org/docs/sciencedocs/ita/In_Focus_Innovative_Technology_for_Autism_Goodwin_2008.pdf.

Macmullin, Jennifer A, et al. "Plugged in: Electronics Use in Youth and Young Adults with Autism Spectrum Disorder." Autism, vol. 20, no. 1, 2015, pp. 45-54., doi:10.1177/1362361314566047. http://journals.sagepub.com/doi/pdf/10.1177/1362361314566047.

Using a School-Based Program To Teach Healthy Social Relationships To Children With Developmental Disabilities; Sabrina Sargado, Noelle L. Huntington, Casey Walsh, Georgios D. Sideridis, Alison D. Schonwald. Division of Developmental Medicine, Boston Children's Hospital, Boston, MA; Harvard Medical School, Boston, MA; University of Texas at Austin, Austin, TX. 25 April 2015.

Virtual Reality Training Improves Social Skills and Brain Activity. (2014, November 17). Retrieved from https://www.autismspeaks.org/science/science-news/virtual-reality-training-improves-social-skills-and-brain-activity.

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7 Engaging Ways To Teach Your Students Social Skills

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How many can you think of? The new school year is just around the corner and with it comes plenty of excitement, stress, and planning. By now, you've reflected upon your last year and have determined which strategies, topics, lessons, etc., were successful and which flopped. With this insight...

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"I tell him to stop doing that, but he keeps on doing it. Darn. This kid must have been raised by wolves!"

"That kid knows how she is supposed to behave. She CHOOSES to misbehave."

"I ask him what he is supposed to be doing and he can tell me. He knows better, so why isn't he doing it?"

Yep. Some kids know "intellectually" what to do, but they've never "physically" done it before. It's difficult for all of us to all-of-the-sudden display a completely different behavior than we've been showing for years. Changing a habit is no easy task. To get an idea of what it's like, try this activity:

Do now activity (Yes!...right now.)

Cross your arms on your chest. Notice how one arm goes over the other with it's hand tucked under it's biceps (upper arm). At the same time, the hand of the lower arm has it's hand resting on top of the biceps of the other limb. OK, now unfold your arms and switch their positions so that the one that was on the bottom is now on the top (and vice versa). All right. It took you awhile, but you were able to do it. Feel a bit uncomfortable and odd? Now, uncross the arms and fold them again in the new way. Again. And again. In fact, for the rest of your life, do it this new way. Don't ever make a mistake or revert to the old way.

Think that'll be difficult? Yep. Now imagine what we are asking our socially unskilled kids to do. We're expecting them to immediately change a behavior that is indelibly etched into their brains, feels "comfortable," and has been "assigned" to them by others who have labeled them as the type of person who "does that thing." Kids who display the wrong behaviors as they interact with others will have a long and arduous path to travel as they work to change to "a better way." Thank goodness they have a patient and supportive teacher like you. You'll support them as they struggle to show the new behavior. You'll focus on progress rather than perfection, seeing evidence of the new rather than vestiges of the old.

Why don't our kids have social skills?

Social skills are those communication, problem-solving, decision making, self-management, and peer relations abilities that allow one to initiate and maintain positive social relationships with others. Deficits or excesses in social behavior interfere with learning, teaching, and the classroom's orchestration and climate. Social competence is linked to peer acceptance, teacher acceptance, inclusion success, and post school success.

Many of our youngsters never learned "appropriate behavior" for social settings-situations in which they must interact/cope with others. Perhaps they did not receive this guidance in the home, either because of lack of training by elders or another system of values & behaviors being taught. Perhaps they did have good role models in the home and neighborhood who promoted "appropriate" behavior, but didn't pick it up as well as most kids, just like some kids learn to read without formal instruction previous to school, and some need the structured process of reading instruction.

Displaying poor social skills is likely to get one rejected by others (other kids don't like them and won't associate with them). Others of our kids work hard to show the new and better behaviors they've been told to show, but are still rejected by others, perhaps due to past reputation or maybe because others don't like the awkward and unsure demonstration of the newly learned behaviors which don't appear "natural." At other times, our pupils may still fail because they have difficulty monitoring and controlling their behavior when unexpected reactions occur. They misread social cues given off by others. For example:

Not noticing the rejection actions by others that non-verbally/verbally say, "Get lost."

Viewing the positive social forays of others as being threatening. If rejected because of their behavior (past or present), they'll rarely-if ever-get the chance to display the "correct" behaviors under naturalistic circumstances and fail to incorporate them into their behavioral repertoire.

Others of our kids will not respond positively to social skills instruction because they don't see the skills as being necessary or useful. For example:

assisting the teacher

avoiding conflict with adults

disagreeing in a non-confrontational manner

The behaviors they display now seem just fine to them. They obtain the attention, objects or power they seek.

A note to teachers of students with Emotional & Behavioral Disorders (EBD)

If you are a teacher of students with behavior disorders, are you teaching social skills to your students? Are you doing so in structured daily lessons? If not, why not? The defining characteristic of kids with EBD is their inability to build and sustain positive relationships. Kids with EBD are 3 times more likely than general ed kids to be rejected because of their behavior. It's time to use more than point systems to "manage" the behavior of these pupils. We need more than "the curriculum of control." We must teach the skills we wish to see.

What exactly is social skills training?

If our kids don't have 'em, we've got to teach 'em. "Social skills training" is a general term for instruction conducted in (behavioral) areas that promotes more productive/positive interaction with others. We teach social skills to students who are, at present, socially unskilled in order to promote acceptance by teachers, other adults and peers. A social skills training program might include (among other things):

Manners and positive interaction with others

approaching others in social acceptable ways

asking for permission rather than acting

making and keeping friends

sharing toys/materials

Appropriate classroom behavior

work habits/academic survival skills

listening

attending to task

following directions

seeking attention properly

accepting the consequences of one's behavior

Better ways to handle frustration/anger

counting to 10 before reacting

distracting oneself to a pleasurable task

learning an internal dialog to cool oneself down and reflect upon the best course of action

Acceptable ways to resolve conflict with others

using words instead of physical contact

seeking the assistance of the teacher or conflict resolution team

Examples of Social Skills for Pre-Schoolers

Skills that will help in later instruction (example: listening skills)

Skills that enhance success in school/daycare settings (example: asking a question)

How to make and keep friends (examples: asking for something, asking others to play)

Feelings:

awareness of own and other's feelings (called "Theory of Mind" - being able to predict how others might feel in a situation and understanding that others might not feel as you do)

coping with negative feelings

Positive, non-aggressive choices when faced with conflict

Dealing with stress:

what to do when you make mistakes

handling teasing and taunting

Social skills terms/definitions

Socially skilled: the ability to respond to a given environment in a manner that produces, maintains, and enhances positive interpersonal (between people) effects. Social competence: one's overall social functioning; a composite or multitude of generalized social skills. Social competence can be improved by teaching social behaviors/social skills.

Steps to follow in teaching social skills

Essentially, we teach social skills like we teach academics. Assess the level of the students, prepare the materials, introduce the material, model it, have them practice it, and provide feedback. If you purchase a social skills curriculum, it will probably include an assessment device, lessons, and activities. Teaching is a matter of following the directions in the kit. If you're on your own in developing a curriculum and devising lessons, here are the specifics:

Pre-teaching

Select the students who need training in certain skills, via assessment.

Identify powerful re-enforcers that will motivate the students to attend to lessons and attempt new behaviors. (examples: group and/or individual points, raffle tickets, progressively moving a paper dog along the wall toward a food bowl which earns a reward.)

Identify and specifically define the target behaviors to be taught. Decide which behaviors are needed. Define them precisely so that everyone agrees on what is to be accomplished, or what the student will be able to do/show after instruction.

Task analyze the target behavior(s), if this listing of sequenced actions is not done for you by a packaged program.

Teaching social skills

Create groups of 2-5 youngsters with similar skill deficits. Small groups give students a chance to observe others, practice with peers, and receive feedback.

Remove obstacles to learning (examples: close class door, remove corrections officers.)

Meet early in the day so that kids are attentive and have the whole day to practice what they learn in your lesson.

Introduce the program, it's content, and why and how it will benefit them (examples: it will help them to return to general education classes, help them obtain and keep a job, result in less trouble with teachers/parents, impress their boyfriend's/girlfriend's parents when they meet them, be able to convince the police to let them go if stopped).

Set up the rules and regulations. Identify the behaviors you'll reward during lessons-one person speaks at a time, pay attention, be positive-all of which may need to be taught in the initial lessons.

Teach the easy-to-learn skills first to ensure student (and teacher) success and reinforcement. Use the traditional teaching model of telling and showing them.

With the steps provided on a handout, have them:

learn what to do when you make mistakes

role play at least two different scenarios, displaying right and wrong behaviors

Provide feedback with lots of encouragement and specific praise:

from oneself

from peers

from the teachers

Practice, practice, practice through homework assignments, review sessions, assignments to real life settings, and surprise "tests." For example, your student has been learning to handle interactions with authority figures. Send the student on an errand and have an unknown teacher confront him/her, accusing the pupil of "forging" a hall pass. See if the student performs poorly, runs, is rude, etc. The teacher can then say, "This is a test. How did you do?"

Teach to the high status kids in your group first. Have them demonstrate the new behaviors and be rewarded. Have your lower status kids demonstrate the behaviors after the leaders do so. Make sure the lessons are interesting and fun so that kids look forward to the lessons. Start the teaching of "following directions" by having them cook, make candy or do magic tricks. Then move to more school-based examples.

Promote generalization to different settings/circumstances by:

practicing in different settings and under various conditions

prompting and coaching the student in naturally occurring situations

having the student submit self-report forms for each class period

meeting with the student to discuss performance throughout school or life

Monitor the behavior outside of the lessons. Keep track of the display of the behavior for IEP documentation, motivation of the student, etc. Have the student self-monitor/self-assess in order to build internal motivation/control.

Recognize and reward its display in everyday school situations. When you see a good situation for a student to display a "new" behavior, prompt its use with cues and hints as subtle as possible, but as strong as necessary.

Example:

Pedro is going to be congratulated by the principal for being the "most improved student," with regard to behavior. As the principal approaches, the teacher whispers into Pedro's ear, "Remember to wipe the booger off your finger before shaking hands with Mr. Yoon."
Wording for more socially advanced student
"What do we do with boogers before we shake hands?"

The student must decide on correct course of action.

Social skills training helps individuals make better choices in situations.

Activities

Look at this list of commonly needed social skills. Think of students you know who would most benefit from instruction in each one. (You could use this list as your assessment device and assign students to groups by skills):

saying please and thank you

dealing better with anger and frustration

asking questions appropriately

accepting the consequences administered by the teacher

accepting responsibility for one's own behavior

dealing with losing/frustration/making a mistake/insults in an appropriate manner (without yelling or physical aggression)

initiating a conversation with others

accepting "No" for an answer

joining a group activity already in progress

following directions

making friends

complimenting others

understanding the feelings of others (and accepting them as valid or OK)

compromising on issues

cooperating with peers

coping with taunts and verbal/physical threats/aggression from others

seeking attention in an appropriate manner

waiting one's turn

Behaviorally/specifically define the following behaviors that you might decide to teach:

asking permission

avoiding fighting with others

interrupting others appropriately

showing sportsmanship

Task analyze the following behaviors (Delineate the sub-behaviors in order-if there is an order-that must be displayed in order to accurately show the desired behavior that you have identified and defined):

listening

following directions

respecting the opinions of others

accepting praise from others

apologizing for wrong doing

In closing

We want to strive for the lofty goal of all of our students interacting positively with others - particularly us! In order to promote more socially skilled and appropriate actions among our pupils, we must move beyond simply telling them to stop what they are doing wrong. While we might tell them which behaviors to avoid, we then need to teach them what they should be doing in those situations.

Sometimes, the process involves pre-teaching, in which we work to prepare a pupil for the change process through a discussion of the drawbacks of displaying the present inappropriate behavior (e.g., rejection by peers, penalties from school administration), and the benefits of adopting a particular replacement for it.

Humans show specific behaviors because there is a benefit to doing so. In order to fully convince the student to change his or her ways, the benefits of the new actions must outweigh those of continuing the old patterns of behavior. The new ways must also be viewed by schoolmates as being acceptable. Often, packaged social skills programs promote social actions that, while esteemed by adults, would never be shown by any socially accepted kids in the mainstream. In that case, becoming skilled in the new behavior does little to promote acceptance and positive interactions.

As with the teaching of academics, begin with the prerequisite skills and then move on to the more advanced ones. Your curriculum will be comprised of the skills that are most important to classroom decorum and your students' social needs.

While the teaching of social skills consumes time during the school day, over the weeks and months we gain back lost academic instructional time as our students display more acceptable behavior. Our school life becomes easier and more rewarding. The same applies to the school-based and outside lives of our students.

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Teaching Social Skills to Kids Who Don't Yet Have Them

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Teachers: Do your students have trouble getting along with others - and getting along with you? Do you tell them to stop doing it - but they keep on doing it? Learn to understand and teach your students with social skills problems. Learn why they have these problems and how to teach them better behavior.

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The Importance of Teaching Social Skills | PBIS Rewards

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Teaching social skills is a critical part of preparing students for a successful future. A PBIS initiative naturally helps with teaching social skills, since the focus is on positive behaviors.

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Many students struggle to learn important social skills, like interacting positively with others and starting conversations. The time spent lecturing in schools means that kids don't always have the time to use these skills in the classroom.

A lack of social skills can contribute to poor academic performance, causing problem behaviors in class and dropping grades. We'll show you how to teach social skills just as you teach math, science, and writing using evidence-based SEL techniques.

1. Work with Peer Mentors

Kids develop similar social skills to those around them as they observe others' actions and behaviors. Pairing students with peer mentors of the same age makes learning social skills feel less like a lesson.

You can pair students of the same age and go over which social skill you want to work on that day so that the peer mentor can effectively guide their students toward developing the desired skills.

2. Adopt a Research-Based Program

A research-based program like Positive Action creates a unique curriculum suited to specific grades that helps with teaching social skills in the classroom.

Positive Action focuses on social skills instruction and overall personal development through six units. These lessons don't take much time out of your school day, but they have a significant impact on kids, teachers, and parents.

The Positive Action program promotes a social emotional learning curriculum that encourages responsible decision-making, self-management skills, social behaviors, and following directions. It is designed to guide kids through social encounters and encourage them to make their own decisions, become independent, and improve their overall well-being.

Studies show its effectiveness in schools, citing that Positive Action has helped students raise their grades, interact positively with peer s, and improve overall socialization skills.

3. Model Social Skills with Videos

Video modeling demonstrates social skills and allows students to observe an action before putting it into practice for themselves.

Videos are one of the most effective strategies for teaching social skills in class. You can use different kinds of video modeling, including:

Basic: Students watch a video of people performing certain social behaviors.

Point-of-view modeling: The video plays from the point of view of the learner.

Prompting: The video demonstrates an action and then offers a prompt for an activity.

Self-modeling: Someone records the student doing a social activity so that they can watch themselves.

They and other students then point out what the student did well and how they can improve.

4. Use Film and Video Clips

Apart from video modeling, you can have students give feedback about characters in video clips. Ask them to describe what the character did wrong in a specific situation first. For example:

Were they talking too close to someone and invading personal space?

Did they not make eye contact?

Were they not listening?

When you teach social skills, it's important for students to recognize problem behaviors in others and themselves. Using video clips will boost their awareness of these behaviors.

5. Have Students Create Videos

Try having students create their own videos while they practice social skills. You can use this activity for homework assignments so that kids can use their skills outside the classroom.

Creating videos lets children have fun with learning social skills. They also help each other learn by viewing their videos and offering feedback.

You might try choosing a single social skill to practice, like nonverbal communication. In this case, students create silent films. Ask the rest of the class to guess what happens in the films based on each person's body language and nonverbal cues.

6. Imitate and Model Other Students

Much like with video modeling, kids often use imitation behaviors to learn new social skills. When you ask them to practice these techniques in the classroom, you can create situations where students model body language and other behaviors you want to encourage.

Use prompting while teaching social skills, so children get used to imitating and improving upon their skills. Kids may think they imitate well, but with instruction, find out where they can do better.

7. Construct Social Narratives

During a social narrative, you describe a situation to your students. For example, telling a short story about a student arguing with their teacher and getting in trouble presents a situation that does not demonstrate positive social skills.

With this exercise, children learn empathy when they consider how the person in the situation feels and how they would act differently. This skill allows them to explain why certain behaviors are or are not appropriate. The educator can also describe the best response after kids have thought about it themselves.

8. Create Lunch Groups

Break kids into small groups for lunch or activities. You can use topic boxes to prompt them to talk about specific subjects or use a particular skill.

Lunch groups can help students learn to talk about different subjects and relate to others by learning their interests. It also guides kids toward having appropriate conversations.

9. Form Structured Social Situations

In structured social situations, you teach a social skill to students before putting it into practice. You might have kids learn something on their own, in a one-on-one environment, before they go into a classroom to use their new socialization skills with others.

Structured social situations involve defining a behavior and the expectations that come with it first. For example, if a student has trouble standing too close to someone while talking, you might go over respecting personal space and have them practice it after.

10. Encourage Communication with Joint Action Routines

Joint action routines create predictable routines for skills that kids can repeat. You show them a skill and then have them repeat it to practice.

Joint action routines minimize distraction and confusion when you teach one skill at a time. They show students exactly what to do in social situations to form habits and become independent as they get comfortable with the behavior.

11. Create a Classroom Management Plan

A classroom management plan helps children develop a routine and meet expectations. It also helps with problem-solving, as kids learn that they must complete a certain task with or without help, as well as how to ask for help politely.

Children develop an understanding of a behavior through repeated situations. They learn how they can improve and behave in different classroom environments based on their assigned tasks.

12. Encourage Teamwork

Activities, such as cooperative games or decision-making tasks, particularly those that don't just encourage but require teamwork for success, lead children to get to know one another, work together, and learn the fine intricacies of forging friendships and presenting well-reasoned debates to have their voices heard.

Avoid creating long-term teams to keep students continually interacting with new groups and practicing new social skills as different personalities collide!

13. Social Role-Play Activities

Social role-play activities allow students to use their new skills creatively. Give your class a scenario and ask them to come up with a short skit to act out in front of their peers.

You can make the scene specific to a single social skill, and other students will give feedback after the actors finish their demonstration. Kids come up with their own scripts, which allows them to think about the actions that do and don't work.

Conclusion

When you use evidence-based methods to teach social skills, you help students learn new social techniques more quickly and effectively. Use a combination of these practices to determine how your students respond best and see which ones they enjoy.

Positive Action can help with SEL in any learning environment.

Contact us to schedule a webinar and talk about how our program can benefit your classroom.

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13 Evidence-Based Ways to Teach Social Skills in 2023

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Many students struggle to learn important social skills, like interacting positively with others and starting conversations. The time spent lecturing in schools means that kids don't always have the time to use these skills in the classroom.

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Working with families of students with a disability

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Working with families of students with a disability

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Working with families of students with a disability

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Working with families of students with a disability

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SERC is a quasi-public agency established to serve the Connecticut State Board of Education in supporting educational equity and excellence.

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Working with families of students with a disability

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Working with families of students with a disability

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Families are the ones who know your students best-their strengths and needs, their likes and dislikes, their hopes and dreams. And the more effectively you work with and support the families of your students, the more your students will benefit.

It's important to form powerful partnerships with all families, but today's post focuses on building a supportive relationship with families of children with disabilities. Excerpted and adapted from Eight Paths to Leadership by Belva C. Collins, these 12 practical suggestions will help you gain new insight into families' needs, connect them with valuable resources, and welcome them as respected members of their child's school team.

Conduct a reflection exercise. Reflect on the last educational planning meeting you attended as a teacher. What do you think went right in the meeting? What specific things could have improved it? Write down your responses and use them as a guide to improve your next meeting.

Interview a family. Conduct an interview with a family of a child with a disability. How do the family members feel about the educational process for their child? Do they see their relationship with the teacher as a true partnership? Why or why not? Use the insights you uncover to strengthen your work.

Learn more about the effects of poverty. Socioeconomic status can affect the performance of students with disabilities and the educational participation of their families. Do some internet research on the various ways poverty may affect the families in your community. Find data on the prevalence of poverty in your community and demographics about who is affected. Have the prevalence and/or demographics changed in the past 10 years? If so, how? Find and read literature on educating students who experience poverty, such as this free resource from the National Education Association .

Make IEP meetings a positive experience. Are your IEP meetings as comfortable and welcoming to families as they could be? Here are some things to do:

Provide a summary or an agenda ahead of time

Create an IEP draft that includes goals that the family values

Meet in a setting that's comfortable for the family and greet them warmly on arrival

Arrange seating so that all parties have equal status

Provide an interpreter, if necessary, who is familiar with the family's culture, language, and any jargon that may be used in the meeting

Hand out helpful supplementary materials-a chart to summarize the discussion, a "cheat sheet" of terms

Follow up afterward to see if the family has additional thoughts or questions

Communicate regularly. Families often express frustration when they're not kept in the loop about their child's progress. Be sure to communicate often with families, and ask them which mode they prefer-telephone calls, letters, email, or occasional face-to-face meetings. If one mode isn't working well, give another one a try. And when you communicate, challenge yourself to listen as much as you speak, so that families know you respect their views and knowledge about their child.

Make it easy for family members to get involved. Share information with families on how to become involved in school activities and take on leadership roles. Point them to resources on how to join and participate in the PTA, volunteer activities, and family councils.

Offer families evidence-based practices (EBPs). Tell families how important and beneficial it is to use EBPs with their children, and ask family members if they'd like you to share these practices with them. Explain that consistently using the same strategies at home and school can help their children learn faster and apply their new skills in environments where they are needed. (Be careful not to pressure families to use EBPs.)

Help families find high-quality resources. Some of the resources that families find on their own may not reflect best practices. Make a list of legitimate websites and other trusted resources that present EBPs, so you can easily share reliable information with families. Directing them to online learning modules, for example, can save families the cost, time, and travel associated with face-to-face training.

Point families to support groups. Use the internet to find professional organizations (e.g., The Arc, Autism Society, Down Syndrome Society, TASH) that offer support groups for families. Are support groups affiliated with these organizations offered in your community? Is support offered online (e.g., through discussion groups)? Create a list of valid support group networks to share with families and help them benefit from these valuable connections.

Think beyond parents. Remember that many families consist of more than the child's parents. When you're developing family partnerships, make an effort to include siblings, extended family members, and other caregivers who wish to be involved. (This gives you some starter suggestions for involving siblings.)

Respect each family's culture. There are complex issues at play in the lives of each of your students. Recognize that each family is unique, even within a specific culture. Instead of making generalizations and assumptions, use data on each individual family to guide you in your work. Respect the position of families who cannot or choose not to be involved in their child's school.

Set an example. Lead by example in your school-model positive ways of speaking with and interacting with families, so that other teachers and staff members will follow suit.

In this empowering professional development resource, Belva Collins shows special educators how they can pursue eight different paths to leadership so they can make a powerful difference in schools, communities, and the lives of their students. Explore the description, reviews, and table of contents for Eight Paths to Leadership !

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12 Ways to Support Families of Students with Disabilities - Brookes Blog

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Families are the ones who know your students best-their strengths and needs, their likes and dislikes, their hopes and dreams. And the more effectively you work with and support the fami­lies of your students, the more your students will benefit. It's important to form powerful partnerships with all families, but today's post focuses on building [...]

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Working with families of students with a disability

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Working with families of students with a disability

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Explore own assumptions about working with families of children with special needs.

Identify variables that may challenge or support family-centered practice.

Choose effective ways to support families of children with special needs.

Know

Families of Young Children with Special Needs

Preschoolers with special needs are members of our communities, programs, and families and it is our responsibility to provide high-quality, inclusive support and care for these children and their families. While these families often experience additional challenging situations and stressors, they have hopes, dreams, and goals for their children just like other families. You can positively impact families with a preschooler with a disability by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.

Within the VLS, the terms special needs and disability are often used interchangeably. It is important to note that while the two terms have similar meanings, the word disability is generally used to refer to a long-term condition or impairment that impacts the way a child or youth learns, participates, or interacts with the world around them. The term special needs often refers to additional supports or assistance a child or youth may need within an educational, developmental, behavioral, or health context. Language is a powerful tool that can create a sense of identity, purpose, and pride and is particularly important to consider when working with children and families. One critical way to empower families of children with special needs is to have a dialogue with them around their preferred language when referring to their individual child's unique needs and abilities.

Working with Families of Children with Special Needs

Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs. Some preschool children will enter your program with a known disability, and other families will learn that their child has a disability or is delayed while enrolled in your program. You may even be one of the professionals that assists in identifying an area of concern or delay. Families with eligible preschool-age children may receive special education services and have an individualized education program (IEP). Others may only receive support from a medical center, and some families will be involved with multiple systems of support. Regardless, families can be overwhelmed by what feels like a constant flow of suggestions, therapies, and appointments to help their child learn and develop. These families may need more help supporting their children and may turn to you, or others in your program, for assistance with connecting to services or agencies outside of your program. It may be helpful to form relationships with outside agencies so you, or trainers and administrators in your program, have up-to-date information on how to make a referral and the types of services offered and available. Positive interactions with families and other professionals can decrease families' stress and improve their well-being, as well as improve their confidence in you as their child's early care and learning program.

Families with preschoolers with special needs may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children. This information can be used to determine if a child has a specific condition, support the child outcomes summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in an IEP review, a time when the team of professionals and families come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and related services personnel may "push in" and provide services within your program. Regardless of how special education services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information.

Families with preschoolers with disabilities may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children in their daily routines. This information can be used to determine if a child has a specific area of need, support the child outcome summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in a family's IEP review, a time when the team of professionals and the family come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and therapists may provide services within your program. Regardless of how these services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information, goals and expectations.
Effective Practices
The first step in establishing strong relationships with families of children with special needs is to spend time discussing and learning their wishes and concerns for their children and to learn about the meaningful activities and routines they participate in at home. Maintaining this communication throughout a child's time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom. Through your interactions you can build trust so both you and families feel comfortable sharing children's strengths and if there are concerns (Sandall, Hemmeter, Smith, & McLean, 2005). Before communicating concerns with families, it may be helpful to discuss with a coach, trainer, or administrator your plan to share this information using family-centered practice. Be prepared for families to react in a variety of ways, and know how you can offer support if they seek assistance from other agencies and resources. For families already receiving support from other professionals, ongoing communication with both families and professionals is critical to maintain consistency between program and home environments. When all the caregivers and professionals in a child's life are consistently using the same, effective strategies to promote development and outcomes, children are more likely to benefit and learn new skills.

In your collaboration with families, it is important to acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004). This means that when a family's wishes and decisions are different from what you would recommend, you respond to the family's decisions with respect. Ultimately, meaningful communication and relationship-building will enrich the process for both yourself and the families you serve.

Take a look at the following guidelines that reflect family-centered practice. You may remember some of these from Lesson 1. Then, think about which of these you can use in your work with families of children with special needs (Turnbull, Turbiville, & Turnbull, 2000):

Recognizing the family as a constant in the child's life; caregivers and service systems may often change

Facilitating collaboration between families and professionals

Honoring and respecting family diversity in all dimensions (cultural, racial, ethnic, linguistic, spiritual, and socioeconomic)

Recognizing family strengths and the different approaches that families may use to cope

Sharing unbiased and honest information with family members on an ongoing basis

Encouraging family-to-family support and networking

Acknowledging and incorporating the developmental needs of the child and other family members into your practice

Designing and implementing services that are accessible, culturally and linguistically respectful and responsive, flexible, and based on family-identified needs

See

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Watch this video to learn about addressing the needs of families who have children with special needs.

Do

There are many ways you can demonstrate respect and consideration for families of children with special needs or disabilities in your classroom. Consider the following:

Acknowledge that families know their child best and ask them questions about services, resources, or typical routines that may be helpful to you.

Establish ongoing communication between home and school. Communication journals are a great way to maintain communication. These are usually sent home with the child and returned the next day. Teachers can share noteworthy observations, events, or daily challenges and families can respond to those or share their own news or reflections. While communication journals can be used with families of all children in your classroom, they can be an especially valuable tool in establishing consistency between home and school environments for children with special needs.

Incorporate children's books in your classroom library that reflect consideration of multiple abilities and differences.

Modify daily activities so that all children can participate in their own way.

Invite families to talk about their child. For example, a family member may come in your classroom and talk about their child's use of adaptive equipment (e.g., braces, wheelchair, or a communication device). The family member may explain the use of equipment, which can help children and other families understand aspects of their life. This also promotes acceptance of differences.

Be a team player! Work collaboratively with families and other professionals who may be involved in the delivery of services to children with special needs.

If disagreements or miscommunication arise, consider the following:

Remind yourself that your role is to support families' hopes and dreams for their child.

Be patient. Dealing with a child with a disability may be challenging at times, and family members need time to navigate this experience at their own pace.

Avoid making judgments of families and their children.

Consider difficult times as opportunities to build trust between yourself and families.

Question your assumptions about working with families of children with disabilities or special needs and urge other professionals you know to do the same.

Talk with your trainer, supervisor, or coach when in doubt about any aspect of your work with families.

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Watch this video to hear a family of a child with special needs share their school experience.

Barrera, I., & Corso, R. M. (2003). Skilled Dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes Publishing.

Center for Parent Information & Resources. (n.d). Supporting the Parent Centers Who Serve Families of Children with Disabilities. Retrieved from https://parentcenterhub.org/

Hanson, M. J., & Lynch, E.W. (2004). Understanding Families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes.

Harry, B., Kalyanpur, M., & Day, M. (1999). Building Cultural Reciprocity With Families: Case studies in special education. Baltimore, MD: Paul H. Brookes Publishing.

Harry, N., Rueda, R., & Kalyanpur, M. (1999). Cultural reciprocity in Sociocultural Perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.

Howard, V.F., Williams, B.F., Port, P.D., & Lepper, C. (1997). Very Young Children With Special Needs: A formative approach for the 21st century. Upper Saddle River, NJ: Merrill.

Johnson, B. H. (1990). The changing role of families in health care. Children's Health Care, 19(4), 234-241.

Kalyanpur, M., & Harry, B. (1999). Culture in Special Education: Building reciprocal family-professional relationships. Baltimore, MD: Paul H. Brookes Publishing.

Lynch, E. W., & Hanson, M. J. (2004). Developing Cross-Cultural Competence: A guide for working with young children and their families, 3rd ed. Baltimore, MD: Paul H. Brookes.

National Association for the Education of Young Children (2011). NAEYC Position Statement: Code of ethical conduct and statement of commitment. Retrieved from http://www.naeyc.org/positionstatements/ethical_conduct

National Association for the Education of Young Children. Engaging Diverse Families.

Peck, A., & Scarpatti, S. (2002). Special Education around the world. Teaching Exceptional Children 34(5).

Poston, D., Turnbull, A., Park, J., Mannan, H., Marquis, J., & Wang, M. (2003). Family Quality of Life: A qualitative inquiry. Mental Retardation, 41(5), 313-328.

Salend, S. J., & Garrick-Duhaney, L. M. (2002). What Do Families Have to Say About Inclusion? How to pay attention and get results. Teaching Exceptional Children, 35(1), 62-66.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide. Longmont, CO: Sopris West.

Trivette, C. M. & Dunst, C. J. (2005). DEC Recommended Practices: Family-Based Practices. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.). DEC Recommended Practices: A comprehensive guide for practical application (pp. 107-126). Longmont, CO: Sopris West.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of Family-Professional Partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.). Handbook of Early Childhood Intervention (pp. 630-650). Cambridge, United Kingdom: Cambridge University Press.

Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. C. (2006). Families, Professionals, and Exceptionality: Positive outcomes through partnerships and trust. 5th ed. Upper Saddle River, NJ: Pearson Education Inc.

Consider your view on families of children with special needs and think about your role in their lives

Consider how much information a family is comfortable sharing about their child's needs

Use these resources to learn more about families with children with special needs

Understand the emotional impact a family can experience when they learn about their child's disability

Create a list of resources to support children with disabilities

This activity is required for the CDA Professional Portfolio and should be completed by CDA candidates only.

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Working With Families of Children With Special Needs

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Explore own assumptions about working with families of children with special needs. Identify variables that may challenge or support family-centered practice. Choose effective ways to support families of children with special needs.

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Best Practices

The New York City Department of Education (DOE) is committed to creating inclusive preschool classrooms that enable all children to enter Kindergarten with a solid foundation for future success. Inclusive preschool classrooms offer the opportunity for special education students to learn and socialize with typically developing peers in their least restrictive environment.

An important component of creating an inclusive classroom is considering the diverse needs and abilities of all children. Through lesson planning, teachers can ensure that all learners are able to fully participate in the general education setting. For children with Individualized Education Programs (IEPs), daily lesson plans and strategies should be designed to address IEP goals in the classroom, including multiple social and learning opportunities across a variety of modalities.

IEPs

The first step of lesson planning for children with IEPs is understanding and reviewing IEPs. An IEP provides information on how a child is developing and performing, annual goals and mandated services, such as speech therapy or physical therapy. Parts of the IEP include:

Present Levels of Performance (PLOP)

The PLOP details how a child is currently developing and performing in school. Information can come from authentic assessments, such as classroom work samples, videos, and photographs, or during evaluations and observations made by family members, care givers, teachers, special education service providers, and other school staff.

Measurable Annual Goals

These are goals that a child can reasonably accomplish in a school year. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs.

Recommended Special Education Programs and Services

The IEP must list the special education, related, and supplementary services to be provided to the child.

Least Restrictive Environment (LRE)

It is important to educate children with IEPs in their least restrictive environment. The IEP must consider a child's LRE including the maximum extent to which a child can participate with students without IEPs in a general education program and other school activities. The team will first consider whether a child's needs can be met in a general education setting. Other settings, such as integrated and special classes, are considered only if a child would not be able to make meaningful progress in a general education program, even with the help of supports and services.

Accommodations and Modifications

Accommodations and modifications are types of adaptations that are made to the environment, curriculum, instruction, or assessments that allow a child with an IEP to participate in the classroom on an equal basis with peers without disabilities.

Engaging Families

Another way to gather valuable insight about a child and how to meet his or her needs is to engage families and preschool special education providers.

The CPSE provides copies of IEPs to preschools at the beginning of the school year. For more information about IEP delivery, please contact specialedprek@schools.nyc.gov.

Lesson Planning

Lesson planning is a vital component of the teaching-learning process. For children with IEPs, lesson planning can support progress towards IEP goals in a natural setting and provide the necessary supports to ensure access to general education curriculum and peers. Components of lesson planning include:

Collaboration

Teachers can co-plan and check-in with preschool special education providers including Special Education Itinerant Teachers (SEITs), related service providers (physical, occupational, speech therapy, among others), and paraprofessionals. During these meetings, teachers and providers can plan instruction and supports, ensure the delivery of service, share data and strategies, and monitor student progress.

Approaches to Learning

All children have a wide range of abilities, challenges, and interests. Teachers should provide flexibility in the ways information is presented, in the ways children demonstrate understanding and skills, and in the ways children are engaged. This means that teachers present curriculum in multiple sensory modalities, provide alternatives for children to show what they know, and encourage interest exploration and offer choices in the classroom.

IEP Goals

A child's measurable annual goals, or IEP goals, can be embedded in natural occurring activities in the classroom rather than worked on in isolation. This way, skill development can be incorporated into daily schedules so that skills are generalized across a variety of settings. For example, if a child's IEP goal focuses on following two-step directions during large-group activities, a teacher could scaffold the complexity of two-step directions she gives the group over time, starting with simple requests and moving toward more complicated asks. The teacher could also start with a group of six students and move to a group of 18, modeling and adjusting for the child as needed.

Accommodations and Modifications

Accommodations change how a child learns material (environment, delivery of instruction) and modifications change what a child is being taught or expected to learn (curriculum, assessment). Teachers can proactively identify specific accommodations and modifications while lesson planning based on the child's needs and the activity. Some examples include, posting expectations and schedules on the wall, giving preferential seating, providing sensory breaks and quiet time, explaining a system for transition, allowing extra time, reducing the length of activities, teaching memory strategies, repeating directions slowly and loudly, providing visual prompts and non-verbal cues, giving immediate feedback, using materials that are manipulative and of interests to the child, utilizing positive behavior management techniques, and considering how technology can support and engage students.

Progress Monitoring

In order to effectively lesson plan for children with IEPs, teachers need to know how a child is performing, developing, and progressing towards classroom and IEP goals in order to make decisions about instruction. Progress monitoring can include:

Authentic Assessments

Teachers use authentic assessments to understand what a child knows and is able to do in order to guide curriculum, instruction, and supports. Teachers should collect evidence for authentic assessments during classroom activities and experiences throughout the year. This can include children's work, photographs, and observation notes during a variety of activities, such as activity centers, class meetings, outdoor play or small group time.

IEP Goal Tracking

Tracking progress toward IEP goals can lead to accelerated learning, informed instructional decisions, and more efficient communication with families and special education providers. To track how a child is progressing toward reaching IEP goals, teachers should collect data regularly (every week or two) by observing and assessing the child. For example, if a child's IEP goal centers around establishing and maintaining appropriate proximity to peers during free-choice activities, the teacher would ensure the child has the ample opportunity to work on this skill, and collect and record data on this skill on a regular basis. Teachers can create progress graphs to show if and how the child is progressing. This data can then be used to make decisions about instruction and interventions, and be shared with families.

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The New York City Department of Education (DOE) is committed to creating inclusive preschool classrooms that enable all children to enter Kindergarten with a solid foundation for future success. Inclusive preschool classrooms offer the opportunity for special education students to learn and socialize with typically developing peers in their least restrictive environment.

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How Many Students With IEPs Can Be in a Classroom? A Guide To IEPs

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Learn about the regulations of students with IEPs in regular classrooms. This guide will explain everything you need to know about IEPs!

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Homebound instruction is provided for temporary and urgent reasons; it is not a long-term solution. Students on homebound instruction generally are confined to home or a care unit. A doctor does not “order” homebound instruction but rather provides the diagnosis to enable the school district to make…

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Have you ever read through a student's Individualized Education Program (IEP) and felt unsure about what to focus on?

There are best practices for getting the most important information from an IEP. Here are five key things to be on the lookout for when you read an IEP and how they apply to your classroom.

1. Present level of performance

Sometimes, present level of performance is shortened to PLOP or PLP. It may also be called PLAAFP (present level of academic achievement and functional performance) or PLEP (present level of educational performance).

Present level of performance describes a student's current abilities, skills, challenges, and strengths at the time the IEP is written. It covers both academic performance and everyday functional skills.

Where do the student's skills and knowledge currently stand?

How does the student's disability impact involvement and progress in the general education curriculum?

This information helps you best support the student's learning in your classroom. If the student's challenges are in the subject you teach, knowing the present level of performance will help you adjust your instruction to meet those needs. Keep in mind that some challenges - like reading - may impact many subjects.

All IEPs have annual goals. These goals build on the student's present level of performance. The IEP team believes the student should be able to achieve the goals in one calendar year. Depending on when an IEP is written, the goals may span more than one academic year. For instance, an IEP written in May will have an annual review next May.

Each goal describes the skill or subject area the student is focusing on and the targeted result. It's like a map describing where the student is going this year, the route for getting there, and the stops along the way.

If you teach the content area of one of these goals, like language arts or math, you may be responsible for tracking and reporting on progress. The same is true if you're helping the student with functional skills. Special education law requires that student progress toward IEP goals be reported as often as progress is reported for students without IEPs.

Every IEP has a section that describes the services a student receives. This includes specially designed instruction (called special education) and related services, like speech therapy, occupational therapy, and social work services.

Sometimes, special education and related services take place in the general education classroom. That means you and other school staff will need to plan and work together to provide instruction for the student. The IEP may list "consultation services" to account for this planning time.

It's also helpful to know how often a student may be pulled out of your classroom for services. You can then work with the service provider on scheduling to help the student get as much instructional time in your classroom as possible.

4. Supplementary aids, services, modifications, and/or supports

The IEP will have a section on supplementary aids and services. It may list accommodations, modifications, and assistive technology, along with when and where they'll be used. These supports will help the student access learning in your classroom, as well as throughout all school activities.

This is one of the most important parts of the IEP for you as a general education teacher. Chances are you'll need to manage the student's accommodations in the classroom. You may need specific training to do what the IEP requires, so don't hesitate to ask for it.

Sometimes, the IEP team may determine that a certain test isn't appropriate for the student. The IEP will explain why and give information about other ways to assess the student.

5. Notes and considerations - including special factors

It can also help you know what other obstacles are in the way of learning. If your student is an ELL, you might need to learn more about how to support that student and connect with the family.

A student whose disability involves behavior challenges that impact learning might also have a behavior intervention plan. If the plan isn't attached to the IEP, ask the IEP case manager to see it. You may be responsible for putting parts of the plan into practice in your classroom.

Keep in mind these aren't the only things in an IEP. An IEP will have evaluation results and comments from other teachers, which can also be helpful.

Although IEPs often take a standard form, they can have some differences from state to state and even from district to district. That's why it's important to read the whole IEP, even as you focus on the five key ideas above.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Timothy King, EdD is the statewide program director for the Multiagency Network for Students with Emotional/Behavioral Disabilities, University of South Florida St. Petersburg.

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How to read an IEP: 5 things teachers should look for

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Learn five tips for how to read an IEP as a general education teacher.

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Students who require extra help and support might be eligible for special services that provide individualized education programs (IEPs) in public schools, free of charge to families. Understanding your role in educating a student with an IEP will benefit both you and the student.

The Individuals with Disabilities Education Act (IDEA) makes teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. The IEP describes the goals set for a student for the school year, and any special support needed to help reach those goals.

The IDEA requires states to provide free appropriate public education to students who are eligible for special education from ages 3 to 21, in the "least restrictive" environment. This means that kids with disabilities should learn alongside their classmates who don't have disabilities as much as possible.

Who Needs an IEP?

Students who are eligible for special education services require an IEP. Students could be eligible for many reasons, such as if they have:

Students might have a learning disability if they are consistently unable to meet standards that are normal for their age range. Some common signs of a learning disability can include:

trouble mastering tasks or applying academic skills to other tasks

trouble with communication and language processing, as well as expressive and receptive language

a lot of frustration with school and homework

having strong general knowledge, but not being able to read (dyslexia), write (dysgraphia), or do math (dyscalculia) at that level

needing ongoing, step-by-step guidance for tasks

poor grades despite a lot of effort

poor memory of spoken or written material

not being able to remember problem-solving steps if they don't understand the tasks or the logic behind them

not being able to remember skills and facts over time

How Are Services Delivered?

Usually, the services outlined in an IEP can be provided in regular education classrooms. In other cases, they might be given in separate classrooms or even separate schools, depending on the students' needs. Some students may have an IEP for one subject area only, while others may have one for all academic subjects and for social skills instruction.

Students with IEPs can participate in all subject areas, especially classes like science, social studies, art, music, library, gym, and health. It is critical for regular classroom teachers to read students' IEPs and be familiar with the services and monitoring required by the plan.

Services can also be provided in a separate supported environment within the school. In this setting, groups of students with similar needs are together for small-group instruction. A certified special education teacher is the instructor and other school personnel (aides or support teachers) help with teaching.

Students who need intense intervention, though, may be taught in a special school environment. These schools have fewer students per teacher, allowing for more individualized attention. Teachers in these schools usually have specific training in helping students with special educational needs.

How Are Students Evaluated?

The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom.

The first step is to gather specific data regarding the student's progress or academic problems. This may be done through:

a conference with parents

a conference with the student

observations of the student

analysis of the student's performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps teachers and school personnel decide on the next step. Strategies specific to the student could be used to help them be more successful in school prior to any formal testing. If this doesn't work, the child can receive an educational assessment, which could identify a specific learning disability or other health problem.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school.

To decide on eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's on the Team?

The professionals on the evaluation team can include:

classroom teachers

occupational therapist

physical therapist

psychologist

special educator

speech therapist

vision or hearing specialist

others, depending on the child's specific needs

If more testing is needed, parents will be asked to sign a permission form that details who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language.

After the team members finish their assessments, a comprehensive evaluation report is developed. It includes an educational classification and outlines the skills and support the child will need.

The parents can review the report before the IEP is developed. If they disagree with it, they will have the chance to work with the school to come up with a plan that best meets the child's needs.

How Is the IEP Developed?

The next step is an IEP meeting, during which the team and parents decide what will go into the plan. Also, a regular classroom teacher should attend to offer suggestions about how the plan can help the child's progress in the standard education curriculum and how it can be used in a regular classroom setting, if that's appropriate.

At the meeting, the team will discuss a student's educational needs - as described in the evaluation report - and develop specific, measurable short-term and annual goals for each of those needs.

What Does the IEP Include?

The cover page of the IEP outlines the related services and supports students will get and how often they will be provided. These can include many different things; for example, transportation; speech-language pathology and audiology services; psychological services; physical therapy and occupational therapy; recreation, including therapeutic recreation; social work services; and medical services (for diagnostic and evaluation purposes only).

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with a child's teacher to come up with ways to help but won't offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

If a child has academic needs and is working below grade level, services may be offered outside the regular education classroom. Students might get small-group instruction in a particular subject area (usually language arts or math) by a special education teacher along with other students who have similar needs.

How Often Should the IEP Be Updated?

The IEP should be reviewed annually to update the goals and ensure the levels of service meet the student's needs. During the school year, progress monitoring is done often to make sure the student is achieving goals set in the IEP. IEPs can be changed at any time on an as-needed basis.

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and stay informed.

If parents disagree with any part of the evaluation report or the IEP, mediation and hearings are options.

It is important for teachers to understand the IEP process and their role in delivering instruction to students who have an IEP. Any questions related to an IEP can be directed to the team or the case manager assigned to a student.

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Individualized Education Programs (IEPs): Tips for Teachers

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IEPs make teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. This article is for educators.

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Free or low-cost tools can help all students-with and without learning differences-better access course content.

Teachers put a lot of time and effort into designing classroom activities that encourage students to read, write, communicate, play, move, and socialize. They strive to ensure that all students have opportunities to grow and learn, but children with disabilities can face barriers to their participation in classroom activities. To lower those barriers, teachers can access a set of tools-collectively called assistive technology-that have been designed to help these students participate fully and naturally in inclusive learning environments.

Assistive technology (AT) is "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." AT includes a wide variety of no-tech, low-tech, and high-tech tools. Some assistive technology tools cost nothing, and others can be fairly inexpensive. Many teachers are using some tools that function as AT-even if they don't think of them that way.

Simple Ways to Incorporate Assistive Technology

Closed-captioning in videos: Adding or turning on closed-captioning in all videos, including YouTube and GoNoodle, assists students in making connections between text and audio representations of language. Captioning is an assistive technology tool that is free and easy to use: simply push the CC button underneath a video.

Closed-captioning provides missing information for individuals who have difficulty processing speech and auditory components of visual media. It is crucial for students who are hard of hearing and can support students' reading skills.

Graphic organizers: Graphic organizers are a no-tech AT tool that offers a simple, effective way to provide writing support to elementary, middle, and high school students who have dysgraphia, executive function challenges, and other learning challenges.

Students with executive function challenges who struggle with organization, for example, can benefit from the visual organization of their thoughts and ideas, and graphic organizers "clarify implicit relationships contained in the text in a way that text alone may not." Likewise, students with dysgraphia -which affects handwriting and fine motor skills, word spacing, and the general ability to put ideas and thoughts onto paper-can benefit from graphic organizers.

This tool can help struggling writers show what they know and organize their thoughts before they start to write, which can make writing less intimidating. Having printed graphic organizers available in your classroom for all students is an easy way to provide an assistive technology tool to struggling writers of all ages.

Classroom seating: To help students focus their attention in order to learn, it's helpful if teachers are able to provide a variety of seating options in the classroom. Examples of supported seating include beanbag chairs, yoga balls, wobble stools, carpet squares, and wedges for active sitting, which is "seating that naturally encourages us to stay in motion, rather than passively relaxing into a slouch or attempting to rigidly hold a 'correct' pose."

My daughter's fifth-grade classroom has a variety of seating options, and one of her favorite seats looks like an old wooden train bench with pillows. Her third-grade classroom had a reading corner with beach chairs. Metal chairs arranged in rows don't need to be the only seating choice in our classrooms, and involving students in the seating design process-by having them help arrange the room or develop the norms for using the options, for example-can create excitement and engagement.

Visual timers: Time can be abstract for students with executive function challenges or autism. Students may become anxious when a teacher says, "You have 10 minutes left to work on this test." Using a visual timer-a device that makes the concept of time easier to understand and monitor by providing a clear indication of the time remaining and elapsed for tasks-can help students prepare for transitions and ease test anxiety as they are able to see at a glance how much time is left.

Teachers can place a physical visual timer on their desk or elsewhere at the front of the classroom, or project one on their interactive whiteboard during timed class activities, projects, or tests.

Speech-to-text software: Students with print disabilities such as dyslexia can struggle when producing written assignments. However, if your classroom uses Google Docs, all of your students-those with and without disabilities-have access to an important free tool called voice typing, which is found under the Tools tab. (Dragon Dictation and VoiceNote are similar tools that are also worth trying.)

Speech-to-text is a form of assistive technology that allows students-and teachers-to dictate into their computer and watch their words appear as text on the computer screen, without typing. I've found that students with and without disabilities like using this tool.

Teachers may want to create a space for voice typing in a corner of the classroom, where classroom sounds won't be picked up by the computer microphone. If all students have the opportunity to rotate through this area, voice typing should not carry any stigma.

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Easy Ways to Bring Assistive Technology Into Your Classroom

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Free or low-cost tools can help all students-with and without learning differences-better access course content. Teachers put a lot of time and effort into designing classroom activities that encourage students to read, write, communicate, play, move, and socialize.

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This playlist of videos and resources explores how assistive technology can contribute to an inclusive classroom and empower students with special needs.

Image Credit: iStock Photo

Of the many ways that technology enhances our lives, one compelling example is assistive technology (AT) -- tools to help people with learning or motor disabilities complete everyday tasks. In schools, assistive tech can mean the difference between a student falling behind or being able to successfully work alongside other kids in an inclusion model. Check out Edutopia curator Ashley Cronin's new roundup on assistive technology for a comprehensive list of resources; to accompany that, I wanted to share some amazing videos I've found about how technology can empower kids with special needs.

Video Playlist: The Power of Assistive Technology

1. Understanding Assistive Technology: Simply Said (02:33)
The PACER Simon Technology Center produced this Common Craft-style explainer that covers the basics of assistive technology resources in just two and a half minutes.

2. The Helping Hand (04:05)
I loved the sunny, playful feel of this short about a boy who gets to help design his own prosthetic. Siemens has more videos like this from their Answers project, where they commission filmmakers to tell stories about people who have been positively affected by tech.

3. UDL (Universal Design for Learning) (03:28)
This lovely video, produced by Alberta Education in Canada, gives a wonderful overview of what UDL means to their schools -- and how it helps them move towards full inclusion.

4. I Want to Say Documentary Trailer (02:14)
This documentary profiles several young people with autism and how touch-enabled technology has changed their lives. Posted by Hacking Autism, this video is meant as a call to action for tech developers to apply their skills to help people with autism. See the whole 27-minute documentary here.

5. Assistive Technology in Action - Meet Mason (04:16)
The Family Center on Technology and Disability (FCTD) and PACER Center produced this fantastic series of video profiles called Assistive Technology in Action to raise awareness about AT and its many applications.

6. K-12 Using Assistive Technology for Math and Science (03:35)
You can find a variety of useful videos about assistive technology on the YouTube channel of the Ottawa Network for Education, including one similar to this one about writing, and a five-part series about implementation.

7. Technology in Special Education Classrooms (01:58)
Teachers and parents from Lux Middle School, in Lincoln, Nebraska, talk about how technology can level the playing field for kids with special needs.

8. Meet Lianna - Assistive Technology and Cerebral Palsy (07:54)
A 10-year-old girl with cerebral palsy uses an eye-controlled camera to help her communicate in this profile from the Cincinnati Children's Hospital Medical Center.

9. The Case Against Assistive Technology (03:18)
Though it takes a while to get to its point that AT is non-negotiable in the 21st century, this is still a worthwhile video, especially if you need a kickoff while making the case for access to better tech for your students.

Watch the first video below, or watch the whole playlist on YouTube.

More Resources on Using Assistive Technology in the Classroom

I hope the stories above moved you and inspired you to learn more! As complex and varied as the challenges to learning can be, and as overwhelming as it is for teachers who have limited resources in classrooms filled with incredibly diverse learners, it's helpful to know that there are myriad options out there for technology tools to help all students get the access they need. Again, I encourage you to look over the new Edutopia Assistive Technology Roundup for a much more comprehensive exploration. Below are just a few more resources to help you learn about tools for your classroom.

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5-Minute Film Festival: The Power of Assistive Technology

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This playlist of videos and resources explores how assistive technology can contribute to an inclusive classroom and empower students with special needs. Image Credit: iStock Photo Of the many ways that technology enhances our lives, one compelling example is assistive technology (AT) -- tools to help people with learning or motor disabilities complete everyday tasks.

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Understanding Assistive Technology: Simply Said

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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Assistive Technology in Action - Meet Brody

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Assistive Technology in Action - Meet Joseph

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Examples of Assistive Technology in the Classroom

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Students with learning differences, like those with Autism spectrum disorder or visual impairments, require a little extra help in the classroom.

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

References

Adcock, W., Luna, E., Parkhurst, J., Poncy, B., Skinner, C., & Yaw, J. (2010). Effective class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. The International Journal of Behavioral Consultation and Therapy, 6, 111-123.

Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalcula student. Educational Research, 2(10), 1611-1618.

Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in rural school districts. Rural Special Education Quarterly, 32(2), 15-22. Retrieved from http://search.proquest.com/docview/1420524203?accountid=6180

Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written productivity in children with learning disabilities: A critical review. Canadian Journal of Occupational Therapy, 79(4), 211-224. doi:10.2182/cjot.2012.79.4.3

Bethell, S. & Miller, N. (1998). From an E to an A in first year algebra with the help of a graphing calculator. Mathematics Teacher, 91, 118-119.

Blackhurst, A. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disabilities Quarterly, 28, 175-178. doi:10.2307/1593622

Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44, 367-380.

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Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals and speech language pathologists have to say. Developmental Disabilities Bulletin, 35(1), 1-17.

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Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (2nd ed.). Boston, MA: Pearson.

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Edyburn, D. (2009). Using research to inform practice. Special Education Technology Practice, 11(5), 21-28. doi:10.1080/09362830902805699

Edyburn, D., Gersten, R. (2007). Defining quality indicators in special education technology research. Journal of Special Education Technology, 22(3), 3-18. doi:10.1598/RRQ.42.1.7

Elkind, J. (1998). Computer reading machines for poor readers. Perspectives International Dyslexia Association, 24, 9-13.

Englert, C. S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research and Practice, 20, 184-198. doi:10.1111/j.1540-5826.2005.00132.x

Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Woblers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30, 9-29. doi:10.2307/30035513

Evmenova, A., Graff, H., Jerome, M., & Behrmann, M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170-182. doi:10.1111/j.1540-5826.2010.00315.x

Fasting, R. B., & Halaas Lyster, S. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20(1), 21-40. doi:10.1080/0885625042000319061

Flanagan, S., Bouck, E. G., & Richardson, J. (2013). Middle school special education teachers' perceptions and use of assistive technology in literacy instruction. Assistive Technology, 25(1), 24-30. doi:10.1080/10400435.2012.682697

Forgrave, K. (2002). Assistive technology empowering students with learning disabilities. Assistive Technology, 75, 122-126. doi:10.1080/00098650209599250

Graham, S. (1999). The role of text production skills in writing development: A special issue. Learning Disabilities Quarterly, 22, 75-77. doi:10.2307/1511267

Handley-More, D., Dietz, J., Billingsley, F., & Coggins, T. (2003). Facilitating written work using computer word processing and word prediction. The American Journal of Occupational Therapy, 57, 139-151. doi:10.5014/ajot.57.2.139

Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243-272. doi:10.1007/s11881-002-0015-8

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37, 143-154. doi:10.1177/0022221940403

Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: A comparison of continuous vs. discrete speech recognition in the remediation of learning disabilities. Journal of Special Education Technology, 15, 19-30.

Holmes, A., & Silvestri, R. (2009). Text-to-voice technology in adult aboriginal sample with reading difficulties: Examination of the efficacy. Toronto, ON: Aboriginal Office of the Ministry of Education and Ministry of Training, Colleges, and Universities.

Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Prepared for Inspiration Software at AEL.

Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24, 9-20.

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Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

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Assistive Technology for Students with Learning Disabilities

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

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Teaching Students with ADHD: Commonly Misunderstood Symptoms

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The characteristics of attention-deficit/hyperactivity disorder (ADHD), one of the most common childhood neurodevelopmental disorders, often get misinterpreted as intentional misbehavior or daydreaming in the classroom. But when teachers engage their student with ADHD in exploring what works for them, it can lead to stronger connections and more academic success. To find more strategies and resources for working with students with ADHD, or to learn more about the studies and articles cited in the video, visit the links below:

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Understanding and Supporting Your Student With ADHD

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ADHD can be frustrating for both teachers and students, but coming together to find strategies that work helps your student-and your relationship-blossom.

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10 Proven Strategies for Teaching Students with ADHD in 2023

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Discover 10 strategies for teaching students with ADHD effectively. Learn how to establish routines, cultivate mindfulness, and boost their academic success.

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Parents: Is your child's teacher doing everything possible to support learning? Teachers often dictate the success or failure of a child's education - particularly if that child has attention deficit hyperactivity disorder (ADHD or ADD).

Next to parents, teachers are the most influential people in a student's life. The best teacher will develop ADHD strategies to show students that they are capable and worthwhile.

Here are some strategies for teaching children with ADHD that work to establish a supportive, structured classroom that will encourage learning, enforce discipline, and boost self-esteem.

Strategies for Students with ADHD

Assign work that suits the student's skill level. Students with ADHD will avoid classwork that is too difficult or too long.

Offer choices. Children with ADHD who are given choices for completing an activity produce more work, are more compliant, and act less negative. Establish, for instance, a list of 15 activity choices for practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words.
[Get This Download: How to Teach Children with ADHD - Classroom Challenges & Solutions]

Provide visual reminders. Students with ADHD respond well to visual cues and examples. For instance, demonstrate a skill like essay writing on an overhead projector or on the board. When children get to their independent work, leave key points about a topic visible on the board. Post important concepts the children will use again and again on brightly colored poster board around the room.

Increase active class participation. Group strategies include asking students to write their answers on dry-erase white boards and showing them to the teacher, asking students to answer questions in unison (choral response), having students give a thumbs up or down if the answer to the question is yes or no - a level palm, if they don't know the answer. Paired learning is also effective. Have students work through a problem in a group and discuss for maximized understanding.

Encourage hands-on learning. Create learning opportunities where children experience things first-hand. Have students write and act out a play, record an assignment on videotape or take apart and put together a model of a miniature eyeball when studying the human body.

Establish Rules & Routines for ADHD Students

Post classroom rules for student with and without ADHD. With input from students, establish short, simple classroom rules. State them in positive terms that convey what you want students to do.
For example, instead of saying: "No loud talking when you come into class," say, "When you come into class, check the assignment on the board and start working quietly." Or, "Sit down first and then you may talk quietly with your neighbor until I start teaching."

[Click to Download: 10 Teaching Strategies that Help Students with ADHD]

Establish classroom routines. This will help students with ADHD stay on task. Routines for all students can include: homework always being written on the board, "row captains" checking to see that assignments are written and that completed work is picked up, etc. Students with ADHD can check in with the classroom aide at the end of the day to make sure they understand the homework assignment and what's required of them.

Give appropriate supervision to ADHD students. Children with ADHD require more supervision than their peers because of their delayed maturity, forgetfulness, distractibility, and disorganization. Help these students by pairing them with classmates who can remind them of homework and classwork, using student partners to team up on a project, and involving classroom aides as much as you can during and after class.

Offer Accommodations for ADHD in the Classroom

Some students with ADHD may need school accommodations to address academic challenges. Make sure they get them. Some accommodations can be as easy as monitoring the student's work and developing a plan to help him not fall behind and even accepting the occasional late assignment - this can give the student confidence and get her back on track.

Other common ADHD accommodations include:

Extended time on tests

Shortened assignments

Instruction in note-taking or designating a class notetaker

Segmented assignments for long-term projects (with separate due dates and grades).

The Attention Deficit Disorder Association ( ADDA) makes the following recommendations for accommodations:

Reduce potential distractions. Always seat students who have problems with focus near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. Always seat this student in a low-distraction work area in the classroom.

Use positive peer models. Encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.

Prepare for transitions. Remind the student about what is coming next (next class, recess, time for a different book, etc.). For special events like field trips or other activities, be sure to give plenty of advance notice and reminders. Help the student in preparing for the end of the day and going home, supervise the student's book bag for necessary items needed for homework.

Allow for movement. Allow the student to move around or fidget, preferably by creating reasons for the movement. Provide opportunities for physical action - do an errand, wash the blackboard, get a drink of water, go to the bathroom, etc. If this is not practical, then permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn't too distracting.

Let the children play. Recess can actually promote focus in children with ADHD so don't use it as a time to make-up missed schoolwork or as punishment as you might for other students.

Focus on the Positive

Establish a positive relationship with students who have ADHD. Greet them by name as they enter the classroom or when calling on them in class. Create a class bulletin board for posting students' academic and extracurricular interests, photographs, artwork, and/or accomplishments.

Provide frequent, positive feedback. Students with ADHD respond best to feedback that is immediate. Use positive praise, such as "You're doing a great job" or "Now you've got it." If a student's answer is incorrect, say, "Let's talk this through" or "Does that sound right to you?"

Ask questions rather than reprimand. If the student misbehaves, in class, ask, "Is that a good choice or a bad choice?" The student will get the message that his behavior is inappropriate.

Partner with Parents

For best results, teachers must partner with the parents to ensure that their child is ready to learn in the classroom. Here are some guidelines to share with the parents of your students with ADHD:

Communicate regularly with the teacher about problems.

See that your child's ADHD medication is working effectively at school and during homework sessions.

Help your child organize papers for evening homework and prepare for the next school day.

Watch your child put completed homework in the proper folder.

Monitor completion of work in the classes that he is in danger of failing.

Save all completed homework until the semester is over.

Talk with the teacher about using a daily or weekly report, if needed.

[Your Free Download: The Teacher's Guide to Better Assignments for Students with ADHD]

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Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine

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Your child's teacher is your partner in a fair and equitable education, but does she have the ADHD tools she needs? The following ADHD teaching strategies will help all students - but especially those with ADD - learn to the best of their ability in any classroom.

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Centers for Disease Control and Prevention

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

ADHD treatments, such as behavioral classroom management or organizational training;

Special education services; or

Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

These two management strategies require trained staff-including teachers, counselors, or school psychologists-follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
Learn more about IEP and 504 Plans [PDF - 2.75 MB]
Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests;

Instruction and assignments tailored to the child;

Positive reinforcement and feedback;

Using technology to assist with tasks;

Allowing breaks or time to move around;

Changes to the environment to limit distraction; and

Extra help with staying organized.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

Give frequent feedback and attention to positive behavior;

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;

Provide extra warnings before transitions and changes in routines; and

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

Make assignments clear-check with the student to see if they understand what they need to do;

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring;

Allow time to move and exercise;

Minimize distractions in the classroom; and

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);

Communicate with parents on a regular basis; and

Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

Understand your child's diagnosis, how it impacts their education, and what can be done at home to help.

Understand your child's IEP. If you have questions, don't be afraid to ask.

Speak with your child's teacher.

When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.

Know your rights.

Play an active role in preparing your child's IEP or 504 Plan.

Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.

Try to maintain a good working relationship with the school while being a strong advocate for your child.

Communicate any concerns you may have about your child's progress or IEP or 504 Plan.

Encourage your child every day, and work with your child to create a system to help with homework and other school projects.

What every parent should know

More Information

Reference

1. Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]

2. DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [Read summary]

3. Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.

4. Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.

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Teaching students with learning disabilities

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Teaching students with learning disabilities

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This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.

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Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis - Sonja Krämer, Jens Möller, Friederike Zimmermann, 2021

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This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students.

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Teaching students with learning disabilities

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Teaching students with learning disabilities

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Educating Students with Learning Disabilities in Inclusive Classrooms

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There is great debate over including students with disabilities, in particular students with learning disabilities, in inclusive classrooms. Several strategies are available to support educating students with learning disabilities in inclusive classrooms including: co-teaching, differentiated instru…

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Teaching students with learning disabilities

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Teaching students with learning disabilities

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An Introduction to Learning Disabilities in the Classroom

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Teaching students with learning disabilities

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Teaching students with learning disabilities

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A learning disability is a neurological disorder that affects one or more of the basic psychological processes involved in understanding or in using spoken or written language. The disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.

Every individual with a learning disability is unique and shows a different combination and degree of difficulties. A common characteristic among people with learning disabilities is uneven areas of ability, "a weakness within a sea of strengths." For instance, a child with dyslexia who struggles with reading, writing and spelling may be very capable in math and science.

Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages.

Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual's potential and actual achievement. This is why learning disabilities are referred to as "hidden disabilities:" the person looks perfectly "normal" and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.

A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.

In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is "specific learning disability," one of 13 categories of disability under that law.

"Learning Disabilities" is an "umbrella" term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. Find the signs and symptoms of each, plus strategies to help:

Recent research confirms that we can teach students with learning disabilities how to learn. We can put them into a position to compete! Here are the strategies that work:

Lee Swanson (1999) and his colleagues found two major intervention practices that produced large outcomes. One is direct instruction. The other is learning strategy instruction.

Teachers who were applying those kinds of intervention:

1. broke learning into small steps;

2. administered probes;

3. supplied regular quality feedback;

4. used diagrams, graphics and pictures to augment what they were saying in words;

5. provided ample independent, well-designed, intensive practice;

6. modeled instructional practices that they wanted students to follow;

7. provided prompts of strategies to use; and

8. engaged students in process type questions like "How is that strategy working? Where else might you apply it?"

Something else that seems to make a real difference is the practice of scaffolding. Start out with heavily teacher-mediated instruction -- explicit instruction - then as students begin to acquire the skill, moving down the continuum to more student-mediated instruction.

Whether the student is learning in a general education classroom or pulled out into a special education resource setting, be sure that activities are focused on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group, and over concerns about the organization and management of the general education classroom. Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction of students who are struggling.

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A learning disability is a neurological disorder that affects one or more of the basic psychological processes involved in understanding or in using spoken or written language. The disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.

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teaching students with learning disabilities 

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teaching students with learning disabilities 

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Teaching Strategies
Learning Disabilities

Learning disability is a general term that refers to a heterogeneous group of
disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.

Simply stated, a learning disability is a processing difficulty and any of the five senses may be impaired.

Learning disabilities are NOT mental retardation, nor are they the result of a poor academic background, emotional disturbance, lack of motivation, or visual or auditory acuity problems (Association of Higher Education and Disability). A person with a learning disability may have average or above average intelligence. In fact, Albert Einstein, Winston Churchill, Nelson Rockefeller, Thomas Edison, Woodrow Wilson, George Patton, Walt Disney, and Hans Christian Anderson are all thought to have had learning disabilities.

The Impact learning disabilities have on academic performance

No two individuals with a learning disability are alike. Adults with learning disabilities require careful clinical assessment to determine (1) the specific nature of their disability and (2) appropriate accommodation strategies. The following list gives examples of the impact that various learning disabilities have on academic performance.

(From: College Students with Learning Disabilities: A Student's Perspective, Carol Wren & Laura Segal, DePaul University, Chicago, IL)

Strategies for Students with Learning Disabilities

The following lists provide suggestions of instructional strategies based on each specific learning disability. No student would use all of these strategies. Selection of strategies would be based on the individual needs of the student, the objectives of the course and recommended academic adjustments and services.

Talk to students. They are the best resource about their specific needs.

Remember: A learning disability does not mean that the person cannot learn; it means that they learn Differently. Many instructional strategies which are helpful to students with learning disabilities benefit all students.

Information Courtesy of Guilford Technical Community College. Used with permission.

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Learning Disabilities -- Teaching Strategies

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Learning disability is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presum…

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Teaching students with learning disabilities

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Teaching students with learning disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.