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This is a fact sheet on Adverse Childhood Experiences, which can impact students. It gives an overview of the types and basic info on how this can impact the students in our care.

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This article discusses what students labeled "at risk" might need, as well as providing useful perspective on students who might get labeled in this category.

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Guest Blog: What’s the Best Way to Teach “At-Risk” Students?

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Guest blogger Mary Beth Hertz discusses the best way to teach “at-risk” students?, the topic of March 16 #edchat

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This video gives good feedback on watching out for unintentional gender biases in the classroom. It also gives some very concrete strategies to address and eliminate these biases in the classroom.

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Gender Equity – How to eliminate gender bias in classrooms

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This article discusses the issues with boys and reading/literacy. It gives some information on how to address the fact that boys tend to be more resistant to or struggle with reading. It provides some solutions or ideas as well, which can help promote literacy for both genders in the classroom.

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The statistics are consistent: Young male readers lag behind their female counterparts in literacy skills. This article looks at the social, psychological, and developmental reasons why, and suggests solutions — including the need for more men to become role models for reading.

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This page from the APA gives a fact sheet about students who come from low SES households and how it can affect their overall academic performance.

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Education and Socioeconomic Status Factsheet

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The impact of socioeconomic status on educational outcomes and reducing slow academic skills development, low literacy, chronic stress and increased dropout rates.

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This website link gives several solid and concrete strategies on how to address socioeconomic differences in the classroom. It especially gives ideas for establishing routines and rapport at the beginning of the school year.

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Embracing Socioeconomic Diversity: Strategies for Equitable Education

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Delve into the impact of socioeconomic diversity in education, from understanding disparities to implementing strategies for inclusivity and equity. Learn how to foster a supportive, socioeconomically inclusive environment and promote fairness in school policies, essential for educators committed to supporting all students.

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This video discusses modifications and accommodations. It gives very real examples of how you can utilize each in your classroom, while emphasizing that it will be different for each child.

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Accommodations and Modifications for Students with Disabilities

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This website gives specific strategies on assisting students on the Autism spectrum. These are useful, especially considering the needs of these students vary by individual. It gives a good starting place.

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While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas. These ten simple ideas will help teachers address some of the aforementioned needs and provide guidance for bringing out the best in learners with autism labels.

1: Learn about the learner from the learner

Oftentimes, educators needing information about a student will study the individual's educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an informal interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school.

If the student with autism is unable to communicate in a reliable way, teachers can go to families for help. Parents can share the teaching tips they have found most useful in the home or provide video of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments.

2: Teach to fascinations

Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a "human GPS"-calculate shortest route between two places), or fun social studies questions ("How would the world be different today if Christopher Columbus had GPS?") . [For more on using fascinations to support students with autism see Just Give Him the Whale , a book I wrote on this topic with my colleague, Patrick Schwarz.]

3: Get them talking

In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students - including shy and quiet students, students using English as a second language, and students with disabilities - to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts. To ensure that all students have opportunities to communicate, teachers need to put structures and activities in place that allow for interaction.

In one classroom, students were asked to "turn and talk" to each other at various points in the day. A high school history teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students to discuss, "What qualities do Americans seem to want in a President?; and "How has this list of desired qualities changed over time?" A student with Asperger's syndrome who needed practice with skills such as staying on topic and turn taking was able to practice them daily.

Teachers can also provide opportunities for communication by giving all students "airtime" during whole-class discussion. One way to do this is to ask for physical whole-class responses to certain prompts. For instance, instead of asking, "Who can tell me a fraction that equals one half?", the teacher might say, "Stand up if you think you can name a fraction that equals one half". This strategy not only gives all learners a chance to give an answer, but it allows for some teacher-sanctioned movement, something often welcomed by students with autism. Whole-class physical responses are also appropriate for students who are non-verbal, making it a perfect choice for the diverse, inclusive classroom.

4: Give choices

Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication. Choice can be built into almost any part of the school day. Students can choose which assessments to complete, which role to take in a cooperative group, and how to receive personal assistance and supports. Examples of choices that can be offered in classrooms include:

Solve five of the ten problems assigned

Work alone or with a small group

Read quietly or with a friend

Use a pencil, pen, or the computer

Conduct your research in the library or in the resource room

Take notes using words or pictures

5: Consider handwriting alternatives

Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can write, may have a difficult time doing so. In order to support a student struggling with writing, a teacher may try to give the child gentle encouragement as he or she attempts to do some writing- a word, a sentence, or a few lines. Teachers might also allow the student to use a computer, word processor, or even an old typewriter for some or for all lessons. For some learners, being able to use a word processor when writing helps them focus on the task at hand (content) instead of on their motor skills (process).

6: Help with organizing

While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful. For instance, teachers can have all students copy down assignments, pack book bags, put materials away, and clean work spaces together. Structuring this time daily will give all learners the opportunity to be organized and thoughtful about how they prepare to transition from school to home. Specific skills can even be taught during this time (e.g., creating to-do lists, prioritizing tasks).

7: Support transitions

Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by:

Use a visual timer so students can manage time on their own throughout an activity.

Giving reminders to the whole class before any transition.

Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about "cleaning up".

Asking peers to help in supporting transition time. In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students might choose a peer to walk with during passing time.

Provide a transition aid (a toy, object, or picture).

8: Create a comfortable classroom

Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even afraid in their educational environment. Providing an appropriate learning environment can be as central to a student's success as any teaching strategy or educational tool. Students with autism will be the most prepared to learn in places where they can relax and feel secure. Ideas for making the classroom more comfortable include providing seating options (e.g., beanbag chairs, rocking chairs); reducing direct light when possible (e.g., using upward projecting light, providing a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).

9: Take a break

Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks - these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.

A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to "talk and walk" with a partner.

10: Include

If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where they can listen to and learn from others who are socializing. If students will need specialized supports to succeed academically, then teachers need to see the learner functioning in the inclusive classroom to know what types of supports will be needed.

If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com . Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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This resource gives an overview of a book on working with race and ethnicity in the classroom. It gives some concrete strategies as well as addressing the importance of discussing race and ethnicity even in classrooms that may be primarily white.

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Race in the Classroom: There’s a Manual for That - Cult of Pedagogy

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A few years ago, when I worked with student teachers, there was one question on their Work Samples that stumped them every semester. It was in the Contextual Factors section, which asked them to describe the characteristics of their host school and discuss how these factors would influence their planning. Here was the question that almost always drew a blank: How will the ethnic/racial diversity of your students inform your instructional choices?

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This video gives a good example of an activity that can be done with students to explore race, ethnicity, and nationality. Even as a middle school teacher, this might be a helpful hands on lead in to discussions about this topic.

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Teaching Kids: Race, Ethnicity & Nationality

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This website provides a whole host of lesson plans on teaching digital citizenship. We used it for our Digital Citzenship Week this year, and it can be very help for teaching digital inclusion in the classroom.

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DigCit Curriculum | Common Sense Education

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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This page gives an overview for working with students who are learning the language. What is particularly helpful is that each strategy has links to further information.

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More than two-thirds of teachers have at least one English language learner (ELL) in their classrooms, according to National Center for Education Statistics data. Fewer than half of these teachers have received formal training on how to teach these students. This knowledge gap underscores the urgent need for educators to have access to high-quality English language learner resources.

With the right methods and tools, educators can provide the support ELLs need to thrive academically and in other areas of their lives.

English as a Second Language Education

English as a second language (ESL) education plays a critical role in equipping non-native English speakers with the language skills they need to communicate effectively. This specialized form of instruction includes listening, speaking, reading, and writing lessons. It also gives students opportunities to build an understanding of cultural nuances within the English language.

Ultimately, ESL education helps empower students to become proficient in English. With effective ESL instruction, students can learn to adapt their language skills to different settings, navigating both academic and social contexts with a sense of self-assurance and competence.

Benefits of ESL Education

The importance of ESL education cannot be overstated. Research has repeatedly shown that high-quality ESL instruction positively impacts ELL students' academic success. For example, studies have indicated that ELLs who receive comprehensive ESL support demonstrate improved performance and higher rates of on-time graduation.

Beyond language acquisition and greater academic success, ESL education helps students develop vital social and cultural skills by engaging them in meaningful cultural exploration. ELLs may learn about US holidays, their historical significance, and the traditions associated with them. This offers ELLs a chance to gain a deeper understanding of American society and its customs.

ESL education also introduces students to idioms and cultural references commonly used in English-speaking communities. For example, students might learn how to use phrases like "the ball is in your court" or "barking up the wrong tree." In this way, ELLs can become better equipped to engage in conversations and understand the nuances of English.

Additionally, ESL education encourages cross-cultural interactions. Students may participate in projects in which they share aspects of their own cultures, such as traditional foods, music, or festivals. These exchanges can encourage greater feelings of acceptance and build bridges of understanding among students from diverse backgrounds.

Overall, ESL education empowers students to participate fully in academic pursuits, engage with their peers, and contribute meaningfully to their communities.

The Need for ESL Education

On average, ELLs comprise almost 14 percent of city public school enrollment, according todata from the National Center for Education Statistics. In some states, ELLs can comprise up to 20 percent of the overall enrollment. These numbers emphasize the need for targeted support and resources for ELLs.

Addressing the Barriers Faced by English Language Learners

English language learners face many obstacles on their educational journey. Their limited language skills can impede their ability to understand teachers' instructions, participate in classroom discussions, and grasp complex academic concepts. These issues frequently hinder the students' academic progress. This can lead to frustration and a sense of being left behind.

Cultural differences can further compound these feelings. Adjusting to a new educational system and new social norms and expectations can overwhelm ELLs. Unfamiliar teaching styles and classroom dynamics may also dampen these students' motivation.

Standardized exams pose a particular challenge for English language learners. The complex wording often used in test questions can make it difficult for ELLs to fully comprehend and accurately respond to them. As a result, ELLs may struggle to perform at the same level as their peers, which can lead to them having lower test scores and can potentially impact their overall academic standing.

The combination of these obstacles can contribute to lower academic achievement and increased dropout rates among English language learners. Without appropriate support and accommodations, ELLs may feel discouraged and disconnected from the educational system.

To help ELLs deal with these issues, educators need to have access to quality English language learner resources and professional development. When equipped with the right knowledge and strategies, educators can create inclusive and supportive learning environments for all of their students.

Methods for Teaching English Language Learners

Teaching English language learners requires a diverse set of methods and approaches. By combining different instructional techniques, educators can create engaging and dynamic learning experiences that cater to the unique needs of ELLs.

Educators can employ the following methods to support ELLs.

Total Physical Response

The total physical response (TPR) instructional approach focuses on the powerful link between language and physical movement. In TPR, educators provide ELLs with commands or instructions in English and students respond by carrying out corresponding physical actions. This method taps into the connection between body movements and language comprehension, making language acquisition easier through active participation and kinesthetic learning.

Implementing TPR in the classroom can be greatly supported by practical resources such as TPR storytelling techniques and total physical response teacher toolkits available online. These resources offer educators a wide range of practical tools, activities, and lesson ideas to effectively incorporate TPR into their teaching practices.

TPR storytelling techniques help educators combine storytelling with physical actions, allowing ELLs to comprehend and internalize language in a more immersive and engaging manner. Total physical response teacher toolkits provide educators with a comprehensive set of instructional materials, including command cards, action visuals, and interactive games, to enhance the TPR experience in the classroom.

In TPR, students' bodies become part of their learning process; they use their hands, arms, legs, etc., to respond to language prompts. This may involve employing a combination of abstract signing, similar to sign language, and acting out the meaning of words. For instance, a student might demonstrate the action of swimming while saying the word "swim," or they might use a specific hand gesture to indicate the word "stop."

This method not only strengthens language comprehension but also infuses enjoyment into the classroom. By connecting words and phrases with physical movements, students establish a tangible connection to the language. This enhances their overall language learning experience.

TPR works particularly well with young learners and beginner-level ELLs who may have limited vocabulary or language proficiency. The combination of clear, concrete commands and physical responses gives students visual and kinesthetic support for learning new language concepts.

Communicative Language Teaching

Communicative language teaching (CLT) focuses on developing students' ability to communicate in real-life situations. This interactive approach engages ELLs in authentic conversations and practical language activities to help them gain the skills needed to express themselves fluently and with confidence.

CLT involves activities that prompt students to communicate using the words and vocabulary they're learning. These activities may include role-plays, group discussions, or debates that can create opportunities for authentic language practice and allow students to express their thoughts, opinions, and ideas in a meaningful context.

The following guidelines provide ideas on how to integrate CLT principles into teaching ELLs:

Designing Communicative Tasks

In CLT, communicative tasks ask students to have a conversation, solve a problem, or share information in the language they're learning. These activities help students use targeted vocabulary in practical and meaningful ways, just as they would in the real world.

To design effective communicative tasks:

Practice real-life communication: Create activities that invite students to use language in practical situations that reflect their everyday lives. Consider role-plays, simulations, information gap exercises, and problem-solving tasks.

Use relevant supporting content: Incorporate authentic materials like news articles, videos, and interviews into the tasks, to provide meaningful contexts for language practice.

Set milestones: Create clear goals for each task, to ensure students understand the purpose and focus of their communication.

Promoting Pair and Group Work

Research has shown that pair and group work helps lower the anxiety ELLs feel about speaking and improves their speaking ability simultaneously. Working in pairs or groups provides a sense of support and shared responsibility, which can help alleviate the pressure and self-consciousness associated with speaking in front of others.

These instructional tools encourage students to engage in genuine conversations in a relaxed and interactive setting. They also allow students to receive more personalized attention and feedback from their partners as well as take ownership of their learning.

To promote successful pair and group work:

Delegate effectively: Assign group members roles and responsibilities, to ensure participation and equal involvement.

Facilitate collaboration: Help students work together, such as by providing sentence starters or discussion prompts.

Providing Constructive Feedback

Constructive feedback supports the language learning process in several ways. It allows educators to address errors and provide guidance on language accuracy, so students can understand their mistakes and make corrections, and it also encourages students to reflect on their own language use and identify areas for improvement.

Things to keep in mind when using this tool:

Give constructive feedback: Focus on providing feedback that enhances students' communication skills rather than solely pointing out errors.

Validate progress and success: Offer specific praise for effective communication strategies, such as using appropriate vocabulary or initiating conversations.

Consider both accuracy and fluency: Avoid immediately correcting every error during an activity or conversation. Instead, write down the errors or use symbols or codes to indicate them, so students can continue communicating without interruption, maintaining their fluency.

Content-Based Instruction

Content-based instruction (CBI) intertwines language learning with subject matter content. This provides English language learners the resources to acquire language skills while also learning other academic subjects. This integration of language and content helps students develop their language proficiency and keep up with their grade level curriculum.

For example, in a middle school science class, educators can incorporate CBI by designing lessons where students conduct hands-on experiments and engage in collaborative discussions. By actively participating in experiments, analyzing data, and communicating their findings, students not only deepen their understanding of scientific concepts but also develop their ability to use scientific language effectively, expanding their language skills within the context of science.

Educators can effectively implement CBI by:

Selecting relevant and engaging content: Choose subject matter that aligns with the curriculum and is interesting to students, such as current events, cultural topics, or real-world issues.

Integrating language and content: Design activities and assignments that require students to use language while engaging with the content. This can include discussions, debates, projects, presentations, and research papers.
Providing language support: Scaffold language learning by providing vocabulary lists, language models, and graphic organizers that assist students in understanding and expressing complex ideas related to the content. Scaffolding means providing structured support to help students grasp new concepts and skills. Teachers give students tools and resources that assist them in their learning process until they can independently apply what they've been taught.

Incorporating authentic materials: Use original materials, such as articles, videos, and primary sources, to expose students to real-life language use and to enhance their understanding of the content.

Assessing language and content integration: Evaluate students' language proficiency and content understanding through a variety of assessments, such as oral presentations, written assignments, and project-based assessments.

Collaborative Learning

Collaborative learning strategies help foster a collaborative and inclusive learning environment for ELLs. Engaging ELLs in group activities, discussions, and projects promotes participation and mutual support among students. Collaborative learning allows ELLs to practice their language skills in real-life contexts while building connections with their peers.

Educators can implement various practical collaborative learning techniques including:

Jigsaw activities: Divide the class into small groups and assign each group member a specific topic or task. Each group member becomes an expert in their assigned area and then shares their knowledge with the other group members. This encourages cooperation and the exchange of ideas and information among students.

Think-pair-share: Pose a thought-provoking question or a problem to the class. Allow students a few moments to reflect individually (think), then have them pair up with a partner to discuss their thoughts (pair), and, finally, invite pairs to discuss their ideas with the whole class (share). This technique promotes collaboration, communication, and the development of speaking and listening skills.

Group projects: Assign group projects that require students to work together to complete a task or solve a problem. For example, students can collaborate to create presentations, design posters, conduct research, or create multimedia projects. Group projects encourage ELLs to engage in meaningful language practice, develop teamwork skills, and learn from other students' perspectives and experiences.

Role-playing: Assign specific roles or characters to each student and have them engage in role-playing activities. This could involve simulations of real-life situations, such as ordering food at a restaurant, interviewing for a job, or acting out a scene from a book. Role-playing encourages active participation, language use, and the development of oral communication skills.

Establishing clear expectations and roles: Whatever the collaborative learning activity, give students clear guidelines and expectations, including specific roles and responsibilities for each group member. This helps ensure equal participation, accountability, and a sense of ownership among students. By clarifying expectations, educators can facilitate a positive and productive collaborative learning environment.

Task-Based Language Teaching

Task-based language teaching (TBLT) emphasizes learning through tasks and activities that reflect real-world language use. TBLT engages students in tasks that require them to use language to achieve specific goals or solve problems.

For example, a teacher may assign students the task of planning a trip to a foreign country. Students would need to research and gather information, make travel arrangements, and create an itinerary-all while using specific assigned target language when communicating with their peers. As they complete the task, students practice language skills such as reading, writing, speaking, and listening. They also develop problem-solving and collaboration skills.

TBLT exposes students to language in situations that mirror real-life communication. This approach enhances ELLs' ability to use language effectively in everyday situations and makes language learning more relevant and engaging, leading to a deeper understanding and retention of English.

Strategies and techniques for implementing TBLT effectively include:

Task selection: Choose tasks that are relevant and meaningful to the students' lives. Tasks could include planning a trip, solving a problem, conducting an interview, or participating in a debate. Connecting language learning to real-life situations motivates students to engage and apply their language skills.

Preparatory activities: Before students begin the task, provide them with activities that will activate their prior knowledge and introduce key vocabulary or language structures. These activities can include brainstorming, discussions, or short reading/listening exercises that prepare students for the task.

Task design: Design tasks that have a clear goal and require students to use language to achieve that goal. Tasks should be challenging but achievable, promoting critical thinking and language production. Consider incorporating elements of collaboration, negotiation, and problem-solving into the task design.

Planning phase: Allow students time to plan and prepare for the task. During this phase, encourage students to discuss their strategies, organize their thoughts, and plan their language use. This planning stage fosters communication and helps students clarify their ideas before engaging in the task.

Task performance: Provide opportunities for students to engage in the task and use language to accomplish the goal. Monitor and facilitate the students' performance of the task, offering support and guidance as needed. Encourage students to interact with one another and apply the language skills they have been learning.

Language focus: While the primary focus of TBLT is on completing the task, address students' specific language needs that arise during the task performance. Provide feedback and language support as students engage in the task, addressing errors, clarifying language use, and highlighting language patterns or structures.

Reflection and feedback: After completing the task, engage students in reflection. Encourage them to discuss their experience, evaluate their performance, and reflect on their use of language. Provide constructive feedback that focuses on both the content and the language aspects of their performance, helping them improve their skills.

English Language Learner Resources for Educators, Students, and Their Families

High-quality resources designed for instructing ELLs can empower educators to create inclusive classrooms that support the needs of students working toward full English language proficiency. The right resources can offer valuable guidance and assistance to both educators seeking innovative teaching materials and students looking for language learning support.

Resources for Educators

To enhance their instructional practices, educators can turn to a range of English language learner resources. By exploring professional development platforms, instructional strategies, assessment tools, and more, educators can stay up to date with the latest research and gain insights into effective teaching methods for ESL instruction.

Colorín Colorado, a resource hub for ESL teachers, provides a wide range of lesson plans, instructional strategies, and classroom activities for various English language proficiency levels. It also houses an extensive collection of bilingual books and recommended reading lists for students.

The National Clearinghouse for English Language Acquisition gives educators access to webinars and workshops focused on ESL teaching strategies, research-based publications about effective ESL instruction and language acquisition, as well as information on policies, laws, and guidelines related to ESL education.

TESOL offers an array of articles, research papers, and publications that cover topics such as lesson planning, language assessment, classroom management, and cultural competence. Additionally, TESOL provides a platform for teachers to connect through discussion forums, online communities, and networking opportunities.

"Helpful Online Resources for Teaching ELLs" offers a collection of tools that support teaching vocabulary and literacy skill development to ELLs, discusses the benefits of online learning stations, and provides a list of ELL learning apps and websites.

WIDA, part of the Wisconsin Center for Education Research, provides a range of educator resources, including ESL instructional materials and assessment tools for evaluating ELLs' language proficiency and monitoring their progress.

On the National Education Association's Resources for English Language Learners page, ESL teachers can access instructional materials, lesson plans, and teaching strategies tailored to ELLs. The page also provides access to professional development resources as well as articles, research papers, and guides that offer insights into effective ESL instructional practices.

Kid-Inspired Classroom focuses on ESL teaching resources for students in kindergarten through eighth grade. Teachers can access printable worksheets, graphic organizers, and educational materials for ESL instruction as well as learn teaching tips and strategies for working with ELLs.

Resources for ELLs and Their Families

From online platforms and language learning apps to community organizations and support networks, ELLs and their families can benefit from exploring a range of resources that cater to their diverse needs and aspirations.

Randall's ESL Cyber Listening Lab houses a vast collection of audio recordings at different levels of difficulty. ELLs can listen to various dialogues, interviews, and conversations followed by comprehension questions designed to help ELLs assess their understanding. The site also provides links to podcasts, videos, and websites that further support language acquisition.

The resource page for ELLs and their families compiled by the New York State Education Department offers helpful links to community organizations and advocacy groups that support ELLs and their families in overcoming their language barriers and thriving in school.

"Eight Excellent Digital Resources for English Language Learners" provides recommendations for websites where ELLs can practice their reading, writing, speaking, and listening skills.

Storyline Online offers a collection of video recordings of celebrated actors reading children's books aloud. The website also provides activity guides and worksheets families can use to engage with the stories and promote reading comprehension.

Create Inclusive Environments for English Language Learners

All students deserve a quality education. By providing appropriate support, educators can help ELLs thrive academically and socially. English language learner resources help promote educational equity and empower students for future success.

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Supporting English Language Learners: Resources for Educators and Administrators

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Supporting English language learners can help promote academic success. Explore some effective English language learner resources and how to implement them.

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This article runs through some cultural differences that may come to light in a classroom. It discusses things to be aware of in the classroom environment, which is helpful when considering the differing cultures that are present.

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This website defines digital inclusion and goes over some of the important pieces that factor into being equitable with digital inclusion. These are pieces that are important to keep in mind as an educator.

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Digital inclusion is the access and use of Information and Communication Technologies (ICTs)-like the internet and its infrastructure, hardware, software and digital literacy training-by all people, regardless of age, gender, ethnicity, nationality, mobility, physical and cognitive abilities, cultural and socio-economic backgrounds. Digital inclusion helps everyone, especially those who are disadvantaged or historically excluded, to have the access and skills to fully participate in the digital world.

CEO of Experience Dynamics, Frank Spillers, asks questions about accessibility in virtual reality (VR) that mirror questions designers ask in the broader scope of digital inclusion. Questions like, "Who have you left out? Who else do you need to think about?...*Who are we impacting?* Which user? Which community? Which historical, cultural or political context have we learned about, have we thought about, have we included?"

As of 2023, 2.6 billion people remained offline-reduced from 2.9 billion in 2021. To end digital exclusion or bridge the "digital divide," designers, developers and government officials must think beyond the internet and its infrastructure to include other important aspects of digital inclusion.

The Foundations of Digital Inclusion

"Meaningful access is vital for social, political, and economic empowerment and therefore narrowing digital divides needs to go beyond simply reaching basic internet connectivity." - Roundtable on Digital Inclusion, United Nations

The five pillars to achieve greater digital inclusion are affordability and accessibility of the internet and its infrastructure, connected digital devices that meet users' needs, digital literacy instruction, high-quality technical support and the design of applications, websites and online content that take accessibility into account.

To reduce internet poverty alone, although a noble effort, wouldn't solve the issue of digital exclusion in the modern age. While the focus on connectivity continues, communities should also work to improve the following:

1. Affordable and Accessible Internet Services and Infrastructure

The internet provides people with equal opportunities to participate and compete online globally. It's a window into the wider world that enables cultural and political exchanges, open dialogue, fun and exploration!

For instance, in rural areas where people might lack traditional internet infrastructure, including something as basic as electricity-as of 2023, 746 million people still lived without it-connecting them to the electrical grid is the first step to connecting them to the WiFi. Community-based initiatives and infrastructure projects could provide communal spaces for affordable and accessible WiFi networks.

After that, nations would need to consider how to provide low-cost internet services and establish local infrastructure so residents in those internet deserts can engage in online education, employment opportunities and essential services.

2. Connected and Useful Devices

Devices like computers, laptops, mobile devices, tablets, etc., that connect to the internet and meet the diverse needs of users are necessary for digital inclusion. This hardware should accommodate a wide range of user requirements and contribute to a more inclusive digital experience.

Furthermore, these devices should be available to everyone, from students who could use them for their science projects to working professionals who need to stay connected to older people who could use them to book medical appointments and beyond. They should be affordable as well.

For example, providing computers at a local library or personal tablets with user-friendly interfaces ensures that individuals with different abilities and backgrounds can effectively use internet-connected technology to foster equal access to online information, services and opportunities. For easier access to hard-to-get hardware and to keep costs down, shared technology resources for communities that need them most is a perfect starting point.

3. Digital Literacy Training

Digital literacy education is essential to promote digital inclusion. It equips people with the skills necessary to navigate and engage with the digital technologies mentioned in the previous section and software like applications, websites and computer programs.

If the student doesn't know how to use the tablet provided to them, they'll get nowhere on their science project. If the worker can't figure out how to connect to the WiFi or open the video-call app, they won't be able to join their urgent meeting. And if older adults can't figure out how to turn their devices on, they'll never be able to book their healthcare appointments. Without proper digital literacy instruction, all the devices become about as useful as a brick.

To help solve this, tech professionals and instructors could provide community workshops to offer hands-on training on online safety, basic computer operations, digital communication and beyond. Finally, digital literacy should be encouraged and taught from a young age. But for the aging population-those who didn't grow up with AOL, Facebook, or TikTok-it can be difficult to learn new technologies.

Assistant Professor Jeff Johnson from the University of San Francisco speaks about the importance of good design for an aging population.

4. Technical Support

Quality technical support can enable users "to learn how to learn." The ability to learn skills acts as the magic multiplier of all other skills. It enables people to more efficiently acquire and master the processes and tools of the digital world.

Digital providers must involve highly skilled tech professionals and instructors to provide quality and ongoing technical support. For instance, a dedicated helpline staffed by knowledgeable professionals or information technology (IT) technicians who regularly visit local schools, libraries and community centers can provide timely and accurate support to users who encounter technical issues. This guarantees people, regardless of their technical proficiency, can confidently and successfully use digital tools and services while promoting education on how to solve unique online and offline problems self-sufficiently.

5. Apps, Websites, and Online Content Designed for Accessibility

"Barriers to access are caused by society failing to make interactions accessible...we, as a society, have created barriers that inhibit people's full interaction with the world around them; and so, you [as the designer] have the power to remove some of those barriers." - Elana Chapman in Introduction to Digital Accessibility

Well-designed products and services promote resourcefulness, participation, and cooperation for all users regardless of socio-economic status, ability, nationality, gender, age, etc. Product designers must include accessibility measures for the sake of legality but, more importantly, for the sake of the 1.3 billion (or 1 in 6 people) who live with significant disabilities worldwide.

Follow along with Ditte Hvas Mortensen, user researcher and design psychologist, as she explains the 7 factors that influence user experience, including accessibility and its legal and design-related implications.

It's paramount to design and develop apps and websites with clear navigation, adjustable font sizes and color palettes, and compatibility with screen readers and other assistive technologies so individuals with diverse abilities can engage just as effectively and efficiently as their non-disabled counterparts.

Why Aim for Digital Equity?

"Digital divide is the issue. Digital equity is the goal. Digital inclusion is the work." - National Digital Inclusion Alliance

If digital inclusion is the work people must do, what's the end goal? To answer that, it's first helpful to define "equity."

George Washington University states, "Equity recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome," as opposed to "equality," which "means each individual or group of people is given the same resources or opportunities."

For example, in The Netherlands, where internet access and digital infrastructure are well-established, an equitable solution might involve providing Dutch students with personal devices and customized online resources.

Meanwhile, in Venezuela, where such infrastructure is less developed and internet poverty is much higher, an equitable solution could involve the investment in community internet cafes or school libraries in addition to the supply of affordable devices and free training on how to use them, and the creation of localized digital content.

The discussion around "equity" highlights the need to deconstruct structural barriers for true equality and focus on fairness through contextual solutions rather than offering the same resources to everyone, which can perpetuate digital exclusion.

Digital equity, the ultimate goal of digital inclusion efforts, ensures everyone has the necessary IT skills for active participation in society, the economy and politics. These skills are essential for people to engage in civic activities, secure jobs, access vital services and lifelong learning.

How Can Designers Ensure Digital Inclusion?

Designers facilitate digital inclusion when they adopt accessibility, usability and diversity in their designs. They create welcoming digital spaces for diverse audiences when they integrate these principles from the start of the design process.

Accessibility Standards

Implement recognized accessibility standards such as Web Content Accessibility Guidelines (WCAG) 2.1 to guarantee usable digital products with accessible visual design by people with disabilities.

Accessibility research expert Elana Chapman states, "If you start designing for those edge case users, you actually end up with something that works for more individuals and is more customizable for different groups of users." This means the more designers work to include accessibility measures in their designs, the more likely they are to design for a broader audience, which inevitably leads to digital inclusivity.

Many websites like Google, Apple, and Amazon apply WCAG 2.1 and incorporate features like screen reader compatibility for visually impaired users, captioning and sign language interpretation for videos for those with hearing impairments and keyboard navigation options for users with motor impairments. These implementations validate the websites as navigable and usable by those with different abilities.

IxDF instructor and web design expert William Hudson takes it a step further when he speaks about usability in web design and where it intersects with accessibility. He states, "Most changes for accessibility do benefit all users, especially when you start to think about how can we simplify this layout? How can we make the whole thing [the design] easier to use?"

Inclusive User Interface (UI) Design

Design intuitive interfaces with straightforward navigation, legible web fonts and high color contrast. Consider options for adjustable text sizes and , alternative text for images and keyboard navigation.

The BBC website provides a real-life example of these design principles in the image below. It features an intuitive layout with clear navigation, uses high-contrast colors for readability -black and white-and offers a choice of text sizes and fonts.

Additionally, the BBC website includes alternative text for images. It supports keyboard navigation, which makes the site accessible and user-friendly for a diverse audience, including those with visual or motor impairments.

Multilingual Support

Provide content in multiple languages to cater to a global audience! Consider the linguistic diversity of users to make information accessible to non-native speakers.

A perfect example of this principle in action is the Duolingo language learning app. Duolingo offers its content in multiple languages to cater to a global audience with diverse linguistic backgrounds.

This approach allows users to learn new languages starting from their native language, which makes the learning process more accessible and practical for non-native English speakers. In this way, Duolingo significantly broadens its reach and impact for users from all over the world.

Responsive Design

Design responsive and adaptable products for different devices and screen sizes to accommodate users who access content through various platforms and devices.

Netflix provides an exemplary real-life case of responsive design. Expertly optimized, the platform accommodates a variety of devices, including TVs, desktop computers, tablets and smartphones. Regardless of the screen size or device, Netflix maintains a consistent and user-friendly experience where users can easily browse, watch and interact with content. Netflix has undoubtedly found diverse ways for its global audience to access and enjoy its streaming service.

Inclusive and Sensitive Content

Create content that is culturally sensitive and inclusive. Avoid stereotypes and use images and language that resonate with a diverse audience.

A notable example of culturally sensitive and inclusive content creation is the global marketing campaigns by Coca-Cola. In their ads, Coca-Cola avoids stereotypes and carefully selects images and language that resonate with diverse audiences worldwide.

They tailor their content to reflect different countries' local cultures, traditions, languages and socio-political contexts. Coca-Cola makes certain its messaging is inclusive and respectful, which enhances the brand's appeal and connection with consumers from various cultural backgrounds.

Usability Testing with Diverse Users

Conduct usability testing with individuals who represent diverse demographics, abilities and backgrounds. This helps identify potential barriers to a more inclusive design.

For example, McDonald's, in partnership with CDS in the United Kingdom, ran two rounds of usability testing with 225 users to help improve the McDonald's app.

Based on insights from the tests, the company optimized content and introduced changes to the visual design to guide McDonald's customers and help them easily identify functionality. As a result, McDonald's customers could easily order from anywhere, anytime and choose how to collect their orders. It also made ordering faster, more accurate and reduced congestion. These changes made the app more convenient and better suited for different customer needs.

Tech Literacy Initiatives

Support and engage in initiatives that encourage digital literacy so users have the skills to easily navigate and connect with technology.

Google's "Grow with Google" program is a digital literacy initiative. It offers free training, tools and resources to help people develop digital skills. It encompasses many topics, from basic internet navigation to advanced skills like coding. Its goal is to give people the information they need to interact in different digital environments.

Collaborate with Accessibility Experts

Work with accessibility experts or consultants to assess and improve the accessibility of digital products. This type of collaboration can provide valuable insights and guidance during the design process.

Listen and learn from accessibility experts like Vitaly Friedman, Katrin Suetterlin, Jeff Johnson and Elana Chapman via IxDF's Master Classes, where members can dive into timeless digital accessibility principles for only $5. The field of accessibility is dynamic. Keep an eye on this space!

Learn More about Digital Inclusion

Read more about accessibility in design in the article Understand the Social Needs for Accessibility in UX Design.

Interested in learning how to design for accessibility? Enroll now in the IxDF's course Accessibility: How to Design for All today!

Sign up for Elana Chapman's Introduction to Digital Accessibility and for Vitaly Friedman's on Accessible and Inclusive Design Patterns via the IxDF's Master Classes.

World Health Organization (WHO) gives an overview of the number of people living with disabilities in the world today.

Access the latest Web Content Accessibility Guidelines (WCAG) 2.1 to make sure your designs are inclusive.

Learn more about the basics of digital inclusion via the National Digital Inclusion Alliance's (NDIA) helpful definitions.

Read the United Nations' roundtable definition of digital inclusion as a PDF.

Read up on equity vs equality from George Washington University's One Public Health article, Equity vs. Equality: What's the Difference?

Get the facts and figures surrounding internet poverty from the Internet Poverty Index. The United Nations reported 2.9 billion people were still offline in 2021. The International Telecommunication Union (ITU) reports about 2.6 billion people remained offline in 2023.

View the important statistics on the number of people without access to electricity. The International Energy Agency (IEA) further discusses the lack of electricity globally.

Dive into the McDonald's app usability testing case study from CDS.

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Digital inclusion is the access and use of Information and Communication Technologies for everyone, even those most disadvantaged.