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https://crtandthebrain.com/wp-content/uploads/Hammond_Full-Distinctions-of-Equity-Chart.pdf

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https://www.ascd.org/el/articles/in-providing-supports-for-students-language-matters

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In Providing Supports for Students, Language Matters - ASCD

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Every teacher faces the challenge of how to support students who fall below grade level. Some of these students qualify for special services on the basis of standardized test results or medical diagnoses. However, many others don't qualify for IEPs-students who have had interrupted formal education,

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https://www.learningforjustice.org/magazine/spring-2013/seamless-teaching-navigating-the-inclusion-spectrum

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In schools across the country, students in special education and general education are increasingly learning together in inclusive classrooms. This is a significant civil-rights achievement, but it also means students in special education are being taught by general education teachers who may not have the training and skills to best serve them.

What does this mean for teachers on the ground? "There is diversity from A to Z in today's classroom, and teachers need support and encouragement in acquiring the skills to serve all of these children," says Sharen Bertrando, special education development program specialist at WestEd's Center for Prevention and Early Intervention.

What General Education Teachers Should Know

The central legislative force behind education's inclusion movement is the Individuals with Disabilities Education Act (IDEA)-the federal law that mandates that all children with disabilities receive a free appropriate public education and that "to the maximum extent appropriate, children with disabilities ... [should be] educated with children who are not disabled." The law also requires that each child be placed in the least restrictive environment-the educational space most like that of the child's typically developing peers in which she can succeed academically.

Once a child is identified as having a disability (as defined by IDEA), an individualized education program (IEP) is crafted by a team of school professionals and the child's parents or guardians. IEPs include information on academic performance, emotional and behavioral issues, and academic and behavioral goals. Teachers have a legal responsibility to implement the requirements outlined in the IEP.

Betsy Weigle, a fourth-grade general education teacher at Adams Elementary School in Spokane, Wash., says, "IEPs are written in very formal language and can be hard to decipher." She recommends teachers "go to the person who wrote [the IEP] to get an overview and go over the child's goals together."

That person is often a special education teacher with a wealth of experience and training for general education teachers to tap into. From model-teaching a lesson to looking over unit plans, a special education teacher's expertise is an essential resource for the inclusive classroom. School psychologists, reading specialists, speech pathologists, occupational therapists and physical therapists, depending on the disability, can also give valuable input.

Barry W. Birnbaum, author of Foundations of Special Education Leadership: Administration, Placement, and the Law, suggests general education teachers shore up their skills by taking continuing-education units in special education. Principals can also arrange for special education coursework to be offered on teachers' in-service days, says Birnbaum, who is also the special education specialization coordinator at Walden University.

Acquiring the skills and strategies to work with students with special needs is essential. It's also important to get to know the whole child. This should include building a relationship with the family. "Very often, parents are left out of the equation," says Rick Wolfsdorf, a collaborative special education teacher at John W. Dodd Middle School in Freeport, N.Y., "but they shouldn't be. They need to be a part of the team effort."

Teaching to All Learners

When students in general education and special education share a classroom, it is crucial their teacher create an environment that brings out the strengths of each. Universal Design for Learning (UDL) is an education approach based on the philosophy that there is no one way in which individuals learn and that lessons, curriculum and classroom configuration should be designed, from the outset, with the needs of diverse students in mind.

UDL calls for instructional goals, methods, materials and assessments to be aligned with the following guidelines:

Provide multiple means of representation-Present content in different ways to give students a variety of options for acquiring information and knowledge.

Provide multiple means of expression-Ensure students have a variety of ways of demonstrating what they know.

Provide multiple means of engagement-Create a stimulating learning environment by offering various ways for a student to engage, based on preferences and interests.

Differentiated Instruction (DI)-the process of modifying instruction and assessment, as needed, to meet the learning needs of a particular student-also allows educators to teach or make assessments in a variety of ways, based on the interests, abilities and knowledge base of each student. Brad Cohen, assistant principal at Addison Elementary School in Marietta, Ga., insists on seeing differentiated instruction at work in his classrooms. "If you are a teacher and you are teaching all the children in your class the same way, you are not hitting all of their needs," he says.

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Seamless Teaching : Navigating the Inclusion Spectrum

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In schools across the country, students in special education and general education are increasingly learning together in inclusive classrooms. This is a significant civil-rights achievement, but it also means students in special education are being taught by general education teachers who may not have the training and skills to best serve them.

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https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education-and-Title-Services/Title-Services/Title-III-State-ESOL/ESOL-Education-Resources

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In order to update Title III/ESOL directors and teachers with useful information throughout the school year, The Title III/ESOL Program Consultant, will make short presentations followed by question and answer sessions. The slides will be posted for reference after each webinar.
All webinars begin at 9:00. The Zoom link will be sent the day before the webinar on the ESL listserv.

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In order to update Title III/ESOL directors and teachers with useful information throughout the school year, The Title III/ESOL Program Consultant, will make short presentations followed by question and answer sessions. The slides will be posted for reference after each webinar. All webinars begin at 9:00.

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https://www.thetrevorproject.org/resources/article/creating-safer-spaces-in-schools-for-lgbtq-youth/

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https://www.lgbtqhistory.org/lgbtq-educational-resources/

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LGBTQ Educational Resources " Teaching LGBTQ History

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Teaching LGBTQ History Resource Links FIND VIDEO and MULTIMEDIA RESOURCES HERE

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https://www.youtube.com/watch?v=cKERNHzydZY

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The Early History of LGBTQ+ History Month - Rodney Wilson - Southeast Missouri State - October 2019

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https://www.rebekahgienapp.com/lgbtq-resources/

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LGBTQ kids, as well as children whose parents are LGBTQ, need the support of their communities. Too often, they still face discrimination and ignorance from teachers, peers, religious and community leaders, and even their own parents. The good news is that there are many LGBTQ resources for parents and teachers who want to affirm to kids that being who you are is a good thing.

In this post, I've compiled a mega list of books (for children and adults), toys and games, helpful glossaries, lesson plans, and much more. Use these LGBTQ affirming resources to encourage empathy and prevent bullying.

Disclosure: For your convenience, this post includes affiliate links. If you purchase items through these links, I may earn a small commission at no additional cost to you. You can read my full disclosure policy here.
Children's books and toys that celebrate LGBTQ kids and families

Playing with Pronouns educational game. Reflection Press, a leader in inclusive children's books, created this fun game for children ages 4+. There are multiple ways to use the cards so that different age children can play. Use the game to practice gender inclusive pronouns, embrace differences, and challenge stereotypes. (You can also find LGBTQ resources from Reflection Press that help adults understand gender and break down stereotypes .)

Lesson Plans and classroom tips for preschool and elementary age children

. You can browse the organization's LGBTQ inclusive lesson plans (you can refine your search by age level on the right side). GLSEN also has chapters across the United States that support student Gay Straight Alliances and train teachers.

Parenting resources that embrace gender diversity

11 Fun Ideas for Teaching Gender Diversity to Toddlers . Bust gender stereotypes and introduce the many ways that people experience gender with these toddler play ideas.

Using LGBTQ and gender identity terminology with children

Guidance from Welcoming Schools about ways to answer this common question from children

LGBTQ Definitions for Children. How to define key terms related to sexual orientation and gender identity for elementary age and preschool children

What's gender identity? Music video from Amaze.org on expressing gender through clothing (see below).

Learn Your LGBT's video series from Queer Kids Stuff. Lindsey and their teddy bear are known on YouTube for teaching kids in a straightforward and playful way about a variety of topics related to LGBTQ pride. For the learn your LGBT's series, the It Gets Better project has also created a discussion guide for parents to use with their children as they watch the videos .

Anti-bullying and LGBTQ youth suicide prevention resources

What should you say when a child says "that's so gay?" Includes a variety of responses adults can make to show children and youth it's not okay to use the word gay as an insult.

Resources for preventing identity-based bullying. This is another helpful resource from Welcoming Schools.

Books for parents and teachers on LGBTQ issues

As you can probably tell from the practical title of this book, it's intended to be a straightforward guide for parents whose children are gay. The Q&A format, combined with real life stories of kids, youth, and parents, make it very accessible.

This helpful guide for both educators and parents raises questions and gives guidance about how schools can fully welcome children who are part of LGBT-headed families.

Resources that celebrate young LGBTQ activists

I regularly publish posts about kid and youth activists. You can find profiles of LGBTQ kids who are activists for inclusion and equality and .

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LGBTQ Affirming Resources for Parents and Teachers - The Barefoot Mommy

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LGBTQ kids, as well as children whose parents are LGBTQ, need the support of their communities. Too often, they still face discrimination and ignorance from teachers, peers, religious and community leaders, and even their own parents.

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https://assignedmale.tumblr.com/post/107674707492/a-short-guide-for-the-inclusion-of-trans-intersex

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A short guide for the inclusion of trans, intersex and gender non-conforming youth in the classroom 1. DON'T WAIT to have an openly trans, intersex or gender non-conforming student before adapting...

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https://www.ted.com/talks/audrey_mason_hyde_toilets_bowties_gender_and_me?language=en

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Toilets, bowties, gender and me | Audrey Mason-Hyde | TEDxAdelaide

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Why is it so important for us to know someone else's gender? We live in a gendered world, but for Audrey, gender is fluid at best an uncomfortable construct. Is there a way to be less reliant on gender in our interactions with people?

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https://www.hopeinabox.org/books

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One hundred LGBTQ-inclusive books for all ages

We worked with dozens of teachers, professors, and students to curate a list of our favorite LGBTQ-inclusive books. This list includes a diverse array of stories, formats, time periods, identities, and reading levels.

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Hope in a Box - Discover LGBTQ-inclusive books

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One hundred LGBTQ-inclusive books for all ages We worked with dozens of teachers, professors, and students to curate a list of our favorite LGBTQ-inclusive books. This list includes a diverse array of stories, formats, time periods, identities, and reading levels.

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https://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski

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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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https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.

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Elise Roy: When we design for disability, we all benefit

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"I believe that losing my hearing was one of the greatest gifts I've ever received," says Elise Roy. As a disability rights lawyer and design thinker, she knows that being Deaf gives her a unique way of experiencing and reframing the world -- a perspective that could solve some of our largest problems. As she says: "When we design for disability first, you often stumble upon solutions that are better than those when we design for the norm."

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https://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-accommodations-modifications/

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https://www.nea.org/resource-library/teaching-students-autism-guide-educators

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www.nea.org needs to review the security of your connection before proceeding.

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https://www.waterford.org/education/15-activities-teaching-strategies-and-resources-for-teaching-children-with-autism/

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Because approximately 1 in 59 students are diagnosed with autism, learning how to help students with this disorder in the classroom is so important.[1] Teaching young students with autism communication skills and learning strategies makes it all the more likely that they'll reach their academic potential later on. And the more you learn about autism spectrum disorder, the better you'll be able to prepare these students for lifelong success.

Autism spectrum disorder (ASD) is a developmental disability that causes hypersensitivity to sights, sounds, and other sensory information. Symptoms of autism generally fall into three categories:[2]

Communication issues

Social impairment

Repetitive behaviors (known among the autism community as "stimming")

Here are 15 fun activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles. Whether you play them one-on-one or as group activities, these are excellent ways to keep students with autism engaged and ready to learn.

Social Skills Activities for Elementary Students with Autism

A common characteristic of students with autism is trouble communicating or connecting with their classmates. Use these social skills activities to teach kids with autism how to recognize social cues, practice empathy, and learn other important life skills.

1. Name Game [3]

This fun group communication activity teaches students with autism an essential skill: how to introduce themselves and learn someone else's name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name ("I am Mr. or Ms. _____."). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turn saying their name, then pointing at another child in the class and repeating their name.

The Name Game is an especially fun social skills activity for children with autism to do at the beginning of the school year. That way, they'll be able to learn their classmates' names and get a head start on making new friends.

2. "How Would It Feel to Be ____?" [4]

Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you're reading a picture book about Cinderella, for example, you could ask how they would feel if they had two evil stepsisters who were mean to them. Or if you're reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.

This can help students with autism learn empathy as well as how to see situations in their lives from another perspective. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.

3. Sharing Time [5]

Sharing time is a classic elementary school staple, and it can also be a great social-emotional learning (SEL) activity for kids with autism. Every week, have one kid in your class bring something that they'd like to share with the class. This will not only show students with autism how to discuss their interests with others but also how to practice active listening. And if they're fascinated by something another student brings in (or vice versa), they may even make a friend.

4. Emotion Cards

These printable cards for students with autism can help them learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.

If they get stuck, that's okay-just show them the word and give them context for the emotion shown. If the card is "embarrassed," for example, you could say, "When a person is embarrassed, they might feel like they have done something silly or wrong on accident."

5. Board Games with a Twist

Teaching children manners can be a helpful way to boost social skills and explain the importance of being polite. This simple, but effective activity puts an etiquette-related twist on a simple game of chess, checkers, or mancala by requiring players to wish their opponent "good luck" or "good game" before and after they have played.

6. What Would You Do?

For a take-home activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like "How would you help?" or "What would you say?"

This activity keeps social skills sharp and reinforces relationship-building skills.

Sensory Activities for Children with Autism

Because children with autism are often hyper aware of sensory input, it's helpful for educators to provide accommodations so their students can focus in class. These activities involving sensory stimulation can keep kids with autism grounded in the present and comfortable learning with the rest of their classmates.

7. Sorting with Snacks Activity [6]

This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class a food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.

First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, adding, or subtraction. Once they've grasped the concept you want to teach, reward your students by letting them eat the snack.

8. Vegetable Paint Stamps [7]

This art activity for children with autism engages touch and sight to keep students focused on their assignment. Before class begins, cut slices of vegetables like potatoes, cucumbers, or peppers. Hand out a few vegetable slices to each child along with a cup of paint. Instruct your students to dip the bottom of the vegetable slice into the paint and then press it against a piece of paper.

As your students use these homemade stamps, they will make vibrant botanical impressions on their paper. From there, your students can either leave them as they are or finger paint to transform them into whimsical artwork.

9. Scientific Slime Experiments

Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online-look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you'd like or as a science activity for elementary students.

10. Fidget Toys

Fidget toys are a well-known sensory tool for helping children with autism and other sensory processing disorders stay calm and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.

We Are Teachers has compiled a list of eleven fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you're sure to find something useful for your classroom.

11.Auditory Sensory Play

When the phrase "sensory play" comes up, visual or textual activities usually come to mind first. Autism Adventures, however, suggests including activities that involve sound-with a few examples to get you started:[15]

Musical chairs

White noise machine

Simon Says

Noise-cancelling headphones

Rhythm instruments like shakers, rain sticks, or drums

12. Sensory Bin

Sensory bins can be useful for two reasons. First, they encourage differentiated instruction or independent play-both of which can have academic benefits for students. And second, they're a straightforward and accessible sensory experience for students with autism.

The Kindergarten Smorgasbord has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students' needs.

Calming Activities to Prevent Autism Meltdowns in Class

When students with autism are feeling overwhelmed, the intense response that they feel may cause them to lose control of their emotions. This is called an "autism meltdown" and is different from when students without autism act out in class. While the best strategy for autism meltdowns is to seek help from a school specialist, these calm down activities can help to de-escalate stressful situations.

13. Grounding Techniques

Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they seem agitated:[8]

Count to ten or recite the alphabet as slowly as you can

Listen to calming music and pay attention to the different instruments

List five different things that you can see around the room

Try stretching or simple yoga exercises and focus on how your body feels

Hold something tactile like a piece of clay or a stuffed animal

For older students with autism, you could also try mindfulness meditation. This can produce a similar effect and help students tune into the present rather than getting carried away by their emotions.

14. Student Retreat Zone [9]

When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the "Student Retreat Zone" and fill it with sensory toys, picture books, comfortable seats, and calming activities that students with autism could do on their own.

Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don't have to single your student with autism out but still let them know that it's an option. If your student with autism seems like they could use some time away from class, you could also ask them if they'd like to read or work on homework in the library for a while.

15. Calm Down Drawer [10]

Tactile toys can help children with autism calm down if they're agitated since their minds are so attuned to sensory information. If you have children with autism in your class, fill a drawer in your classroom with toys that could help neutralize overwhelming emotions. When your student seems stressed or has trouble focusing, give them a sensory toy or two to help them relax.

Here are a few ideas for sensory toys to put in your "calm down drawer:" [11]

Play dough

Fidget toys

Stress balls

Weighted blankets

Aromatherapy pillows

16. Coloring

According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.[16]

Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out this resource from Disney.

17. Calm-Down Cards

If your student with autism struggles with calming down after feeling strong emotions, calm-down cards can be a helpful resource. A mother whose child has autism has created a how-to on creating your own calm-down cards at And Next Comes L.

Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety-a great resource for your classroom to have.

18. Mindful Breathing

Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try watching this mindful breathing video to help them regain composure.

Effective Teaching Strategies for Children with Autism

In some cases, the learning characteristics of students with autism may differ from the rest of your class. But luckily, the right teaching strategies and methods can keep children with autism on track to finish the school year strong. Try these tips, educational accommodations, and resources for students with autism to help them learn concepts that might otherwise be difficult for them to grasp.

19. Bring Special Interests Into Lesson Plans [12]

Many children with autism have a fixation on certain topics or activities. Take advantage of what they're passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our Solar System.

20. Use Multisensory Learning

Many kids with autism are multisensory thinkers and don't focus as well when assignments only engage one of their senses. Renowned scientist and autism advocate Dr. Temple Grandin once said, "I used to think adults spoke a different language. I think in pictures. Words are like a second language to me." [13]

For this reason, lessons that engage several senses like sight, hearing, and touch can make students with autism more responsive in class. You could, for example, teach children with autism how to read with magnet letters or sing a patriotic song to learn about American history.

21. Try a SMART Goal Challenge

If a student with autism is having a hard time with school, sit down with them and pick a SMART goal to work on over the next month or semester. SMART goals are an effective way to help children with autism reach their potential, and they are: [14]

Suppose, for example, that your student with autism is having trouble learning how to recognize emotions. You could make a goal with them to practice flash cards with emotions on them every day for five minutes and for the student to recognize each card by the end of the month. As long as the SMART goal hits all of the criteria, it can help your student focus on ways to make progress.

22. Provide Clear Choices

According to educators at the special education program of St Joseph's University, children with autism may become overwhelmed when given too many options.[17] Keep this in mind while creating assignments for your students or asking them questions in class. That way, you're more likely to keep your student with autism focused and comfortable choosing an answer.

23. Create a Strong Classroom Routine

In an article with Scholastic, educator Kim Greene reminds teachers that students with autism work best with a strong daily structure.[18] She suggests posting your class schedule for every student to see and, if possible, providing visuals and extra transition time to students with autism.

24. Offer Accommodations for Students with Limited Motor Skills

Some students with autism may have more trouble with activities that require fine motor skills than others. In an article with the Indiana Resource Center for Autism, renowned scientist and advocate Dr. Temple Grandin suggests offering accommodations-like typing on a computer instead of writing-to mitigate these challenges.[19]

When it comes to specific accommodations, it may depend on the individual. It's always a good idea to reach out to a student's family to determine the best resources for their child.

Activities for Autism Awareness Month in April

April is Autism Awareness Month, a time when we celebrate neurodiversity and help students with autism feel welcome in private or public schools. Although parents may not want their child's autism diagnosis to be shared (and you never should without their permission), you can still teach your class about inclusion this month without mentioning a certain student.

Use these three games as autism awareness activities during April or whenever you want to teach a lesson on diversity.

25. "Just Like Me" Activity

For this activity, gather all of your students together on the floor so they can all see each other. Have each child take turns sharing something about themselves, like:

"I have a pet dog."

"I can play the piano."

"My birthday is in September."

"I love to play soccer."

"My favorite color is yellow."

If a statement also applies to other students (like, for example, they also play the piano), instruct them to raise their hands. This will help remind students that they share more similarities than differences with their peers and that they can always find something to talk about.

26. Picture Books About Diversity

By reading a story about inclusiveness to your class, you can help them remember to be kind to everyone and look out for people who are different.

Here are a few picture books about diversity that you can share with your students:

The Sneetches and Other Stories by Dr. Seuss

I'm New Here by Anne Sibley O'Brian

It's Okay to Be Different by Todd Parr

Everywhere Babies by Susan Meyers and Marla Frazee

The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca

The last book on this list, The Girl Who Thought in Pictures, is about a famous researcher who was diagnosed with autism and has since stood as an activist for people with her condition. It is perfect for helping kids understand autism a little better without calling out a specific student.

27. Apples and Actions Game [15]

This object lesson starts with showing your student an apple. Pass the apple around the class and, as you do, have each child insult it and drop it on their desk or the ground. After every child has dropped it and said a mean thing to it, cut the apple in half and show your students all the bruises inside.

Explain to them that our words have consequences and that everything we say can make an impact on someone else. Just like how insulting and dropping the apple can bruise it, being mean to a classmate can have big effects on them. That way, your students will always remember to be kind.

28. Autism Bulletin Board

The puzzle piece is a popular autism awareness symbol. For a simple yet meaningful way to teach your students about autism awareness, create this puzzle piece bulletin board from Mrs. D's Corner. Each piece fights against negative stereotypes by reminding your students that people with autism are intelligent, empathetic, important, and so much more.

29. Teach Students About Historical Figures with Autism

Although the disorder wasn't discovered until the twentieth-century, people with autism have made important contributions to history, and it's important to educate students about them-not just in April but throughout the year. Here are a few well-known figures who are diagnosed with or believed to have had autism to get you started:[20]

Greta Thunberg

Vincent van Gogh

Temple Grandin

Albert Einstein

Emily Dickinson

30. Hold a Professional Development Session on Autism

It's so important to teach faculty about autism awareness, too. If you're a school administrator, consider holding a professional development session on teaching students with autism or sharing a few resources.

For example, the Regional Educational Laboratory Program has put together a helpful resource for administrators on how educators can support students with autism during remote learning.
Sources:

1. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html.

2. The National Institute for Mental Health. A Parent's Guide to Autism Spectrum Disorder. https://www.autism-watch.org/general/nimh.pdf

3. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

4. Dougan, R. Social Emotional Learning Guidebook: Ideas for Incorporating SEL Activities into your Classroom. https://www.dvc.edu/faculty-staff/pdfs/SEL-Guidebook.pdf.

5. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

6. Autism Parenting Magazine. Sensory Play Ideas and Summer Activities for Kids with Autism. https://www.autismparentingmagazine.com/best-sensory-play-ideas/.

7. Autism Speaks. 10 Fun Summer DIY Sensory Games for Kids. https://www.autismspeaks.org/blog/10-fun-summer-diy-sensory-games-kids.

8. Noelke, K. Grounding Worksheet. https://www.winona.edu/resilience/Media/Grounding-Worksheet.pdf.

9. Tullemans, A. Self-Calming Strategies. Autism Spectrum Disorder News, July 2013, 23.

10. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. Retrieved from cdc.gov: https://www.cdc.gov/ncbddd/autism/data.html.

11. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

12. Blanc, M. Finding the Words... When They Are Pictures! Helping Your Child Become Verbal! Part 1. Autism/Asperger's Digest, May-June 2006, pp. 41-44.

13. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

14. Penn State Extension. More Diversity Activities for Children and Adults. R https://extension.psu.edu/more-diversity-activities-for-youth-and-adults.

15. Autism Adventures. Sensory Play in the Classroom . www.autismadventures.com/sensory-play-in-the-classroom/

16. The National Institute for Trauma and Loss in Children. 5 Calming Mind-Body Exercises to Try With Your Students. We Are Teachers. April 2018. https://www.weareteachers.com/mind-body-skills/.

17. Saint Joseph's University. Techniques for Teaching Students with Autism Spectrum Disorder. https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder.

18. Greene, K. Teaching Students with Autism Spectrum Disorder. https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.

19. Grandin, T. Teaching Tips for Children and Adults with Autism. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/irca/articles/teaching-tips-for-children-and-adults-with-autism.html.

20. Autism Community Network. Famous-With Autism. https://www.autismcommunity.org.au/famous-with-autism.html.

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism - Waterford.org

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Use these activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles.

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https://files.eric.ed.gov/fulltext/EJ1209431.pdf

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https://www.edutopia.org/article/helping-students-trauma-tragedy-grief-resources

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Guidance for supporting students who have experienced trauma or grief and for coping with violence and disasters.

©Shutterstock.com/wavebreakmedia

Understanding Trauma's Effects on Learning

Childhood Trauma and Positive Health: Learn about adverse childhood experiences (ACEs) and how they can impact a child's developing brain and are linked to high-risk behaviors, chronic diseases, and negative health outcomes in adulthood. (The Child and Adolescent Health Measurement Initiative, 2017)

How Trauma Is Changing Children's Brains: Explore the latest research on the effects trauma has on young people's brains, and learn strategies you can use to make your classroom feel safer. (NEA Today, 2016)

Responding to Trauma in Your Classroom: Examine the signs and causes of student trauma, and explore strategies for responding to and supporting students who are experiencing trauma. (Teaching Tolerance, 2016)

How Teachers Help Students Who've Survived Trauma: Read about how experiences with trauma impact student learning, and review several expert suggestions on ways that educators and schools can help. (The Atlantic, 2014)

Helping Kids Recover From Trauma: Discover how resilience can be fostered by supportive factors in schools, and read takeaways from research. (Edutopia, 2009)

Helping Students Who Have Experienced Trauma

Brains in Pain Cannot Learn: Learn three ways to calm the stress response in students affected by anxiety or depression. (Edutopia, 2016)

5 Ways to Help Students in Trauma: Read strategies and tips for creating a calming classroom environment that can help troubled students learn. (Edutopia, 2016)

Helping Students Who Have Experienced Trauma: Explore seven strategies you can use in your classroom to help support and empower students in trauma. (Edutopia, 2016)

How Not to Be a Mountain Troll: Take a look at four strategies that educators can use to build trust with students, especially vulnerable students who may have experienced abuse from adults. (ASCD's Educational Leadership, 2015)

Emotional Recovery Begins With Teachers: Examine five RULER-based suggestions (recognizing, understanding, labeling, expressing, and regulating emotions) for helping adults and children cope with the aftermath of school violence or other experiences with trauma. (Yale Center for Emotional Intelligence)

Activities to Help Students Cope With Traumatic Experiences: Discover games, videos, and other activities to help children endure traumatic experiences. (Sesame Street in Communities)

School-Wide Approaches to Addressing Trauma

Trauma-Informed Practices Benefit All Students: Learn how utilizing school-wide trauma-informed practices can benefit the entire school community, including helping all students learn coping skills and self-efficacy. (Edutopia, 2017)

How Schools Are Helping Traumatized Students Learn Again: Discover best practices, strategies, and tips your school can employ to foster safe, calming, and supportive learning spaces. (NEA Today, 2016)

Student Trauma: How School Leaders Can Respond: Explore the latest proven strategies that can help your school make a difference in the lives of students. This guide includes a rich collection of additional resources. (Education Week, 2016)

It's Not What's Wrong With the Children, It's What's Happened to Them: Find a list of school-based alternatives to zero-tolerance policies that can help nurture resilience in youths who have experienced adversity. (Edutopia, 2015)

A Guide to Creating Trauma-Sensitive Schools: Understand the causes of trauma, discover how trauma manifests in schools, and learn about a framework that can help educators develop trauma-sensitive schools. (Trauma and Learning Policy Initiative/Massachusetts Advocates for Children, 2013)

Strategies for Coping With Violence and Disaster

Helping Students Cope in a Violent World: Explore 10 useful and practical strategies for discussing violence in the classroom, fostering student coping skills, and helping students make sense of violence. (Edutopia, 2016)

Tips for Resilience in the Face of Horror: Learn how educators and parents can help protect children and themselves from the effects of vicarious trauma. The linked article "Resources for Helping Children Cope with Trauma" is also worth reading. (Greater Good, 2013)

Talking to Your Children About Tragedy: Watch a video that describes relevant principles parents can consider in relation to young children and personal or family reactions to traumatic events. Though the introduction to the video is focused on Boston, the principles discussed can be applied to a wide variety of situations. (Bright Horizons, 2013)

Mr Rogers Talks About Tragic Events: Watch an episode featuring Fred Rogers speaking about how to cope with violence in the world-his advice is still relevant today. (The Fred Rogers Company, 2018)

Supporting Grieving Students

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Resources for Responding to Trauma and Tragedy

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Guidance for supporting students who have experienced trauma or grief and for coping with violence and disasters. ©Shutterstock.com/wavebreakmedia Childhood Trauma and Positive Health: Learn about adverse childhood experiences (ACEs) and how they can impact a child's developing brain and are linked to high-risk behaviors, chronic diseases, and negative health outcomes in adulthood.

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https://resilienteducator.com/collections/trauma-informed-school-practices/

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Many of the challenging behavior seen inside classrooms stem from stress or trauma in students' lives outside of school. Trauma, both physical and emotional, can alter a young person's brain functions, which impacts learning and behavior. Students don't need to stumble through emotional minefields. Let's give them a map using trauma-informed tools.

It's not only students dealing with stress - teachers feel the burden too. Heavy workloads, challenging behavior, and lack of support are just some of the issues today's teachers handle daily. It's very difficult for teachers to unplug but it's so important that they do. Long-term elevation of stress leads to mood killers and health issues. Educators can overcome burnout but they need the right tools.

Here's a collection of trauma-informed resources for managing stress at school. Learn about long-term self-care and ways to tackle challenging behavior caused by trauma.

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Trauma-Informed Practices in School: Teaching & Self-Care Resources | Resilient Educator

# data[].attributes.attachment_link.description
Many of the challenging behavior seen inside classrooms stem from stress or trauma in students' lives outside of school. Trauma, both physical and emotional, can alter a young person's brain functions, which impacts learning and behavior. Students don't need to stumble through emotional minefields. Let's give them a map using trauma-informed tools.

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https://traumaawareschools.org/tsaResources/resourcecenter

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Page not found – The Center For Safe and Resilient Schools and Workplaces

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https://www.edutopia.org/article/how-support-young-learners-racially-diverse-classrooms

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Culturally Responsive Teaching

Teachers may be hesitant to discuss race with young kids, but these research-backed, age-appropriate strategies can help.

Conversations about multicultural education, antiracism, and antibias are becoming more prevalent within educational communities. However, there may be hesitation and confusion about whether and how to create a classroom community that is supportive of children from racially diverse backgrounds-particularly ones who are younger.

In early childhood, educators may approach racial diversity and race-related issues from a color-blind philosophy or believe that young children are unable to understand issues of race due to their age. These approaches not only are dismissive of children and families' experiences but also create an inaccurate portrayal of history and current events. Additionally, color-blind approach is an ableist term that equates actual medical blindness with ignorance and implies that racism is only connected to sight and negates the structural and day-to-day issues associated with racism.

As a result, educators should intentionally create a learning environment that respects and values racial diversity while addressing students' experiences and the historical issues that shape those experiences. Here are five research-based approaches that early childhood educators can use.

Reflect on Who You Are and Your Experiences With Race

In order to create a learning environment that authentically supports racial diversity, educators can start with self-reflection. Understanding oneself will reveal educators' feelings, thoughts, and attitudes about race and how they influence interactions and expectations with students.

Even if teachers share a similar racial background with students or self-identify as a BIPOC, it does not mean that they're aware of how race and culture influence their teaching. Educators can try journaling or having peer discussions to reflect on how their teaching practices are influenced by race and culture.

Remember Intersectionality

In addition to race, many children and families may experience other forms of discrimination and oppression when they belong to multiple identity groups simultaneously, such as gender, class, ability, language, or sexual orientation. Children may be blamed for problems or experience erasure because of their multiple identities. Therefore, creating learning environments that are supportive of racial diversity should also be inclusive of children's multiple identities. You can use resources like Photovoice, films, and texts to encourage students to reflect on the experiences of children and families with intersectional identities and think of ways they can be supported.

Discover Something to Love About Each Student

Even though children come from different racial and ethnic communities, it's important to balance that with recognizing students individually. To build learning environments that affirm and acknowledge racial diversity and intersectional identities, educators should discover something to love about each child in the classroom. This love and connection can develop through visiting the children's homes, meeting with families and community members, or interacting during recess or outdoor activities.

Avoid Tokenism

Educators should avoid doing one-off projects that reinforce stereotypes about different groups of people. Educators may incorporate activities and lessons that expose students to historical knowledge about people from a variety of racial and ethnic groups, the oppression experienced by people of different racial and ethnic groups, and the ways in which different groups have historically and currently contributed to national culture and society. When doing this, it's valuable to not position one or two well-known individuals as representative of their entire cultural community.

Educators may also share depictions of people building friendships with those from different backgrounds. These lessons can help reduce children's prejudice and negative attitudes toward people from different racial groups and increase young students' feelings about racial fairness. Even if students in the setting are more racially homogeneous, children can still benefit from being exposed to and learning about other races in nonstereotypic portrayals.

Build Bridges

Educators can implement activities that specifically address race-related topics or conversations. Students can read books that feature characters of different skin tones, then have a conversation about the importance of making friends with people from different backgrounds.

They can also make self-portraits by mixing paint colors or using crayons that match the children's skin tones. In this activity, children can see variation within their own and possibly other racial groups. This also may be a chance for students to observe colors associated with racial groups, like white, and notice if there are students who match that skin tone that may identify as White. For classes that are conducted virtually, students can use online painting tools.

Students may also compose books and photo journals or engage in oral storytelling to share information about themselves and their families with their peers. If educators notice children separating into racial groups in the classroom, they may have students complete activities and projects with different buddies, particularly those they may not choose to play with.

When educators start with understanding themselves and then expand that to understanding the experiences of others, they can intentionally cultivate a learning environment that honors racial and intersectional diversity within the classroom and the larger society. It is not a practice that has an end result; rather, it's a process that requires consistent reflection, learning, and growth.

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How to Support Young Learners in Racially Diverse Classrooms

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Culturally Responsive Teaching Teachers may be hesitant to discuss race with young kids, but these research-backed, age-appropriate strategies can help. Conversations about multicultural education, antiracism, and antibias are becoming more prevalent within educational communities. However, there may be hesitation and confusion about whether and how to create a classroom community that is supportive of children from racially diverse backgrounds-particularly ones who are younger.

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https://www.nytimes.com/2021/03/04/learning/lesson-plans/resources-for-teaching-about-race-and-racism-with-the-new-york-times.html

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Resources for Teaching About Race and Racism With The New York Times (Published 2021)

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A curated collection of over 75 lesson plans, writing prompts, short films and graphs relating to racism and racial justice.

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https://centerracialjustice.org/resources/resources-for-talking-about-race-racism-and-racialized-violence-with-kids/

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https://www.sdcoe.net/lls/equity/Pages/equity-resources.aspx

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