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Welcome to INCLUDEnyc, helping young people with disabilities, their families, and professionals.

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95 Common IEP Accommodations for Autistic Students 

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95 Common IEP Accommodations for Autistic Students 

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Post By:Deiera BennettCreated On:February 12, 2025

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95 Common IEP Accommodations for Autistic Students

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This list of 95 common IEP accommodations can be used in a few ways.

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Ways to Better Understand Neurodivergent Communication + Behavior

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Ways to Better Understand Neurodivergent Communication + Behavior

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Post By:Deiera BennettCreated On:September 30, 2025

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5 Ways to Better Understand Neurodivergent Communication and Behavior in the Classroom

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Every educator has moments when a student shuts down in the middle of a lesson, reacts strongly to a change that seems small, or seems disengaged. It can seem like the student is trying to be defiant or oppositional, but they are actually communicating an unmet need.

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Real Voices. Real Stories. The Neurodiversity Alliance. – The Neurodiversity Alliance

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This video captures the heart of The Neurodiversity Alliance: young people sharing their journeys from self-doubt and masking to pride, belonging, and leadership. Through their own words, we see how community, support, and identity-affirming spaces change lives — and why […]

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Learn the basics about Individualized Education Programs (IEPs) and get tips on everything from how to prepare for IEP meetings and set annual goals to what to look for in IEPs for high school students.

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Step into the world of kids with ADHD, dyslexia, and dyscalculia. Gain new perspectives and access free tools to support them.

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A conversational AI system that listens, learns, and challenges

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Content goal – skills, specific topics, what you want the students to be able to do or understand → 1 takeaway

SWBAT invert a fraction /// SWBAT find 2 pieces of evidence

Language goal* – Is the goal the English or the text/words itself? What do you want students to do in which language?

SWBAT verbalize the key vocabulary words /// SWBAT define evidence in English and summarize their main ideas orally in English

Translanguaging objective – what is the amount of what language that should be used? For example in Spanish-language social studies class, where does the other language come in (or by who)? → class setting determined

Spanish-dominant students will have the do now and I do in English then move into a small homogeneous group for the we do & practice

What’s the priority?
Often translating everything into English isn’t beneficial even if it’s an English class

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Here's a list of NN/g's most useful introductory articles and videos about design thinking and related topics. Within each section, the resources are in recommended reading order.

For hands-on training, check out our full-day course on design thinking.

Design Thinking: An Overview

The design thinking framework is based on the philosophy that a hands-on, user-centric approach to problem solving promotes innovation; in turn, innovation can lead to differentiation and a competitive advantage. The design-thinking process is composed of 6 distinct phases:

If you're totally new to design thinking, we recommend that you explore the following resources in order, from top to bottom.

Empathize and Define

The first two stages in the design-thinking process are Empathize and Define. They often involve creating visualizations (also referred to as mapping) that help the team keep track of findings and improvement opportunities.

Empathize: Conduct research to develop knowledge about what your users do, say, think, and feel.

Define: Combine all your research and observe your users' needs; begin to highlight opportunities for innovation.

Full day courses:
Ideate

Once you've completed the first two stages, you'll have identified some unmet user needs. The third phase in the design-thinking process is Ideate: generate a set of ideas to address those unmet needs.
Full-day course: Effective Ideation Techniques for UX Design
Prototype, Test, and Implement

The final three stages involve evaluating design ideas with real users to see how well those solutions work.

Prototype: Build representations for a subset of your ideas.

Test: Evaluate the prototype by asking real users to use it.

Implement: Put the vision into effect and ensure that it improves the lives of your users.

These stages are often iterative - you might test a prototype and realize that it doesn't work as well as you thought and that it needs to be refined.

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Here's a list of NN/g's most useful introductory articles and videos about design thinking and related topics. Within each section, the resources are in recommended reading order. For hands-on training, check out our full-day course on design thinking.

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WIDA - Supporting Multilingual Learners with Disabilities

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WIDA - Supporting Multilingual Learners with Disabilities

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Explore resources and approaches designed to help educators create learning that is inclusive, strength-based, and rooted in collaboration — so every learner can thrive.Multilingual learners with disabilities are students who are developing more than one language and have an identified disability. This group includes students with a wide range of needs, from learning differences to sensory, physical or developmental disabilities. Some students may have Individualized Education Programs (IEPs) or 504 plans, while others may not require either. Their strengths, perspectives and goals vary, and recognizing these assets is key to creating meaningful learning opportunities.

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WIDA Resources - Reading with Multilingual Learners

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WIDA Resources - Reading with Multilingual Learners

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Building on the strengths of multilingual learners with expansive reading instruction

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Sex Ed 101: https://www.healthyteennetwork.org/resources/sex-ed-101-for-educators/

Poderosas (Spanish Sex Ed Materials): https://www.poderosascolombia.org/ // https://www.instagram.com/red.latam.esi/

https://www.plannedparenthood.org/planned-parenthood-gulf-coast/education/curriculum-youth

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Project Soapbox: https://mikvachallenge.org/our-work/programs/project-soapbox/

Debate: https://www.speechanddebate.org/ // https://debate.nyc/

Model UN: https://www.un.org/en/mun

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https://www.nea.org/professional-excellence/student-engagement/tools-tips/resources-teaching-financial-literacy

https://www.khanacademy.org/college-careers-more/financial-literacy

https://www.edutopia.org/article/7-teacher-tested-financial-literacy-lessons-that-pull-students-in/

Junior Achievement Finance Park: https://jausa.ja.org/programs/ja-finance-park-entry-level

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https://medialiteracynow.org/

https://www.facinghistory.org/ideas-week/media-literacy-digital-citizenship-lesson-plan-ideas

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Exploring Identity Through Storytelling / Personal Narratives

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Exploring Identity Through Storytelling / Personal Narratives

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Exploring Identity through storytelling/ personal narratives

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Designed for students in grades 8-10, this text set includes lesson plans and multi-genre texts for a 1-2 week unit exploring the essential question, "What makes me, me?"

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Designed for students in grades 8-10, this text set includes lesson plans and multi-genre texts for a 1-2 week unit exploring the essential question, "What makes me, me?"

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Support Network Constellation / Constelación de Red de Apoyo

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Support Network Constellation / Constelación de Red de Apoyo

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Support Network Constellation / Constelación de Red de Apoyo | TPT

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University of Michigan's Social Identity Wheel - Bilingual

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University of Michigan's Social Identity Wheel - Bilingual

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See the original © Program on Intergroup Relations and the Spectrum Center, University of Michigan Social Identity Wheel: https://sites.lsa.umich.edu/equitable-teaching/social-identity-wheel/

To quote University of Michigan: "The Social Identity Wheel worksheet is an activity that encourages students to identify social identities and reflect on the various ways those identities become visible or more keenly felt at different times, and how those identities impact the ways others perceive or treat them. The worksheet prompts students to fill in various social identities (such as race, gender, sex, ability disability, sexual orientation, etc.) and further categorize those identities based on which matter most in their self-perception and which matter most in others' perception of them."

Double-click to edit this version that's been translated into Spanish.

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Questions & Answers

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University of Michigan's Social Identity Wheel: SPANISH Translation

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See the original © Program on Intergroup Relations and the Spectrum Center, University of Michigan Social Identity Wheel: https://sites.lsa.umich.edu/equitable-teaching/social-identity-wheel/ To quote University of Michigan: "The Social Identity Wheel worksheet is an activity that encourages student...

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PBS: Creative Lesson Plans for Personal Storytelling

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PBS: Creative Lesson Plans for Personal Storytelling

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https://thinktv.pbslearningmedia.org/collection/creative-lesson-plans-for-personal-storytelling/

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Creative Lesson Plans for Personal Storytelling | PBS LearningMedia

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These five lessons support students in the appreciation, creation and discussion of media-based work. Students are guided through lessons that encourage them to look for unique perspectives in creating and engaging with visual media.

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Culturally relevant texts and adaptive assessment with great data reports

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NEW! Are you new to the MLS? Join a live web training to learn about the MLS, and how to administer it. The MLS team is hosting several sessions August through December 2023. Read our flyer for more information or sign up here.

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NEW! Are you new to the MLS? Join a live web training to learn about the MLS, and how to administer it. The MLS team is hosting several sessions August through December 2023. Read our flyer for more information or sign up here.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Teaching Bilinguals (Even If You're Not One)

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Teaching Bilinguals (Even If You're Not One)

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Episode 4: Knowing Your Students

Ms. Charene Chapman-Santiago, an 8th grade English Language Arts teacher at Ebbets Field Middle School in Brooklyn, tells us how she gets to know her students - despite not always sharing their language backgrounds.

For more information, see: Chapter 3: Documenting Students' Dynamic Bilingualism from: García, O., Johnson, S. I., & Seltzer, K. (2016). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia: Caslon Publishing.

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Teaching Bilinguals (Even If You're Not One) | CUNY-NYSIEB

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Ms. Charene Chapman-Santiago, an 8th grade English Language Arts teacher at Ebbets Field Middle School in Brooklyn, tells us how she gets to know her students - despite not always sharing their language backgrounds. For more information, see: Chapter 3: Documenting Students' Dynamic Bilingualism from: García, O., Johnson, S.

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Sign up to be an early adopter of MaMu (www.mamulearn.com) -- AI for students at newcomer, SIFE, neurodiversity, and multilingual intersection.

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Sign up to be an early adopter of MaMu (www.mamulearn.com) -- AI for students at newcomer, SIFE, neurodiversity, and multilingual intersection.

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Sofía María Bosch (Ms. B) on Medium curated some lists

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Start exploring Personal Reflections + Opinions, People Who Shaped Me, Dear bilingües and more

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Simplified: 6 Pillars P.E. S.O.A.R. Lesson Plan

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Simplified: 6 Pillars P.E. S.O.A.R. Lesson Plan

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Simplified: 6 Pillars P.E. S.O.A.R. Lesson Plan by Maravillas Multilingues

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Empowering Neurodiverse, Multilingual Readers Lesson Plan Template: P.E. to SOAR

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This page failed to load. Our development team has been informed of the issue.

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Resources for Empowering Neurodiverse, Multilingual Learners

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Empowering Neurodiverse, Multilingual Learners - NYSABE 2025 Presentation

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Mini-lessons, design challenges and more to support K-12 educators’ implementation of Design Thinking practices.

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Design Thinking Resources, Activities & Exercises

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Discover the power of design thinking in innovation. Learn to understand customer needs and create viable solutions with IDEO U’s design thinking framework.

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New York Performance Standards Consortium

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The New York Performance Standards Consortium was founded over two decades ago on the belief that there was a better way to assess student learning than dependence upon standardized testing. Instead of basing a student's future on a one-day (or two- or three-day) test, an assessment system should reflect a fuller picture of what students know and can do.

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Alternatives to Traditional Exams and Papers

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Alternatives to Traditional Exams and Papers

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Center for Innovative Teaching and Learning

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Alternatives to Traditional Exams and Papers

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Alternatives to Traditional Exams and Papers

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https://www.teachwithmrst.com/post/effective-grouping-strategies

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VentureLab

July 31, 2020

It’s important to be mindful of how to group kids and to have different strategies for splitting kids up into groups for team challenges. A huge part of entrepreneurship is working in teams, so it’s helpful to have lots of ways to group kids.

Group work will help students think of ideas they never would have had and gives them confidence in knowing they are part of a team that helps solve problems.

This list includes 14 great ways to make groups of all sizes, from partner pairs to large teams!

Partner grouping ideas (2 students):

1. Elbow Partners: Turn to the person at your elbow (either one) and partner up with them.

2. Coin Flip: Each student gets a coin. Flip it in the air. Look how the coin or counter landed and find a person with the same coin face (heads or tails) and pair up with them.

3. Sit, Stand, Squat: Everyone will walk around the room (to music if you’d like). Once the music stops or you say, “freeze,” students will decide if they want to sit, stand, or squat. Once they make their choice, students will partner with someone who did the same action as them. Alternatively, for a larger group suggestion, have all sitters in one group, all standers in another, and squatters together.

4. Freeze Dance: Play music and have kids can dance or just walk around (they can walk or dance in slow motion if they want to!). Stop the music. Kids must high-five the person closest to them; that is their partner

5. Animal Act-It-Out: Act like your favorite animal. When instructor says, “freeze,” find a partner that acted out either the same animal as you or someone whose animal has the same characteristics (same body covering, same animal group, same habitat, etc.).

6. Inside Circle, Outside Circle: Half the group will stand in a large circle and the other half will form a smaller circle inside and facing the students in that large circle. Either play music or just have students walk around in their respective circles. When the music stops or instructor says, “freeze,” students will stop moving. The person they are facing is their partner.

Larger grouping ideas (3+ students):

Written with groups of 4 in mind, these methods can be modified easily with group sizes ranging from 3-6. Any of the strategies for creating partner groups from above can also be used to form larger groups as well; simply repeat activity, adding or combining groups until you have the desired number of group members!

1. Puzzle Pictures: Print as many pictures as the total number of groups you want to have of anything your kids might like (puppy, superhero, snack, etc.). Cut the picture into 4 pieces. Students will walk around to find the matching pieces to make the complete picture and form their group.

2. Popsicle Stick Groups: Gather enough popsicle sticks for all of your students and then divide them into 4 groups—label the popsicle sticks in each group with the number 1, 2, 3, or 4. Put the labelled popsicle sticks in a cup. Students will draw out a stick, and all of the students with same number on them will be in a group.

3. I Am an Entrepreneur: Stand in a circle (If you have a board or large chart paper, write “I Am An Entrepreneur.” If not, say that sentence out loud to students). Go around and each student will say one word of that sentence. Tell them to remember what word they said. After everyone in the circle has said a word, tell all of the “I’”s to go to one corner of the room, all the “Am”s in another, the “An”s in the third corner, and the “Entrepreneur”s in the last corner.

4. You Choose: Let students choose a partner. Then, instructor chooses partner groups to combine to make groups of 4.

5. Card Deck: Decide how many groups of 4 you will need and put in four cards of the same suit for each group (for example, if you want to have 5 groups of 4, leave 4 aces, 4 queens, 4 kings, 4 jacks, and 4 10’s in the pile of cards students will draw from). Have students draw a card from the pile or leave a card face down on their desk. Students will find and stand with group members with the same card.

6. Draw a Color: Put four strips or squares of paper of four (or the total number of groups you will have) different colors in a bag. Students will draw out a strip or square and find their group members with matching colors.

7. Picture Match: Put four copies of four (or the total number of groups you want to have) different pictures in a bag or hat (pictures could be of anything that will interest your kids-animals, superheroes, TV shows they enjoy, public figures they are learning about or admire, etc.). Students will draw out a picture and find their group members with a matching picture.

8. Opposites Attract: For each group of 4 students, print 2 cards with one picture and 2 cards that have the opposite picture (for example, 2 (identical) pictures of summer and two (identical) pictures of winter). Give out one card to each student. Students will first find the match to their card, and then find the 2 opposites to their card to form a group of 4 (Picture ideas could include hot/cold, day/night, empty/full, left/right, sweet/sour, heavy/light).

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14 Fun Ways to Group Up Students - VentureLab

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A huge part of entrepreneurship is working in teams, so it's helpful to have lots of ways to group kids. This list includes 14 great ways to make groups of all sizes, from partner pairs to large teams!

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Design Thinking Playbook from Design Tech High School

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Design Thinking Playbook from Design Tech High School

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One strand of the work at the K12 Lab Network focuses on implementing school-based innovation. We ran 4 design sprints with Design Tech High School, resulting in a series of school improvements. The d.tech Playbook is a comprehensive guide to how d.tech used design sprintsto realize their mission and suggestions for how other schools and organizations can do the same.

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Design Thinking Playbook from Design Tech High School - Stanford d.school

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One strand of the work at the K12 Lab Network focuses on implementing school-based innovation. We ran 4 design sprints with Design Tech High School, resulting in a series of school improvements. The d.tech Playbook is a comprehensive guide to how d.tech used design sprints to realize

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Literacy Squared® is a comprehensive biliteracy model that has been designed to accelerate the development of biliteracy in Spanish-English speaking children attending schools in the U.S.

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Literacy Squared® is a comprehensive biliteracy model that has been designed to accelerate the development of biliteracy in Spanish-English speaking children attending schools in the U.S.