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This website contains a lot of information regarding different disabilities and includes resources for families and educators.

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Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that we can teach these students how to learn. We can put them into a position to compete!

Specific strategies apply to specific learning disabilities and many are outlined here. You will also find tips for working with children who have Attention Deficit Hyperactivity Disorder (ADHD).

If you suspect a student in your classroom has a learning disability it is important to know how to accommodate their needs and differentiate instruction. It can be a daunting and complicated task. But don't despair. LDA is here to help you understand learning disabilities and lead you and your student to the right support systems.
Learn more about LD

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Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning.

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This resource includes access to printable worksheets that teachers can use to support students with disabilities and their learning experience.

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Special Education Printable Worksheets | Worksheets for Special Education Students | Educate Learners

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Printable worksheets for individuals with special needs to enable them to access academic work with increased independence. Designed for those with special education needs.

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Students who are at risk could benefit from watching this inspirational video.

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At Risk Students, Title 1 School Motivational Speaker | Jeremy Anderson

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This website includes information and ideas on how to better support students who are at risk.

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Finding ways to support the diverse groups of students in your classroom can be one of the biggest challenges a teacher faces. From their academic needs to their social and emotional ones, education is about supporting the whole child (not just their reading and math scores). One particular group of students that requires much thought, planning, and attention are the at-risk students. What is an at-risk student, what are the challenges they face, and what are some ways to support at-risk students in the classroom?

What is an At-Risk Student?

The term 'at-risk students' is frequently used to describe students who are academically struggling in the classroom. They have a higher probability of failing their daily work and tests or dropping out altogether. The term also encompasses students who face circumstances that contribute to their struggles, such as homelessness, parents in prison, health issues, violence, learning disabilities, or disciplinary problems. These learning-related factors can adversely affect the educational performance and overall success of students. Additionally, there are many other challenges that at-risk students face other than failing their classwork ( edglossary).

Challenges At-Risk Students Face

At-Risk students face many challenges throughout their school years, even on as regular as a daily basis. Instructionally, they don't always understand the whole group lessons. They need small group time where the teacher can scaffold the learning goals and re-teach them at the level the students are at. Listening to whole class lessons can leave students feeling overwhelmed, confused, and defeated. Because of this, at-risk students also need their confidence boosted. They need to know that they can get to the goal if they work hard and keep trying. They need to know their teacher believes in them and feel supported through their mistakes. There are many other ways that teachers can support their at-risk students.

Ways to Support At-Risk Students in the Classroom

Prioritize Relationship Building

Building relationships with at-risk students can impact the student more than imagined. For many at-risk students, most of their interactions with teachers and administrators are negative. This loses their trust in their teachers and makes the school environment a negative one for them. Instead, teachers should put a significant amount of time into fostering positive relationships. Get to know that student on a personal basis; what do they like to do outside of school, who makes up their family, what do they do for fun? Equally share these same things back with the student, so they can get to know you as a person and not just you as a teacher.

Incorporate a Democratic Classroom Model

One way to let students know that their opinions matter and their voices are heard is by using a democratic classroom model. This means that students get a say in building the classroom rules and consequences, get choices in how they show their learning, and may even help design the layout of the classroom. By giving students ownership in these areas, they are more likely to abide by the rules and accept the consequences, put forth more effort in their assignments, and enjoy the classroom space they helped design. Shareholders care more about their environment when they feel they were a part of the creation of it.

Use a Check-In/Check-Out System

The check-in/check-out system is designed to decrease disruptive behaviors by building a relationship with another adult in the school building (someone other than their current classroom teacher). How it works is that students typically check-in with this adult when they arrive at school. The adult helps set their day up for success by going over a predetermined goal sheet with them; talking about areas they may have had difficulty with the day before (think PE, transitions, independent work time, etc.), asking how their night at home was, and building their confidence that they can have a great day. Each check-in may take anywhere from 1 to 10 minutes depending on the age and needs of the student. At the end of the day, the student returns to this same adult to go over how their day went and send them home with something to reflect on, but also with something positive to think about. Most importantly, the check-in/check-out system should be personally designed to best meet the needs of the individual student.

Communication Log with Parents

Having an open communication log with parents can be another great way to support at-risk students in your classroom. This keeps parents in the loop about day to day events and lets the student know that everyone involved in their education is aware of their days. A communication log can come in a variety of formats. It could be the same goal sheet that is used for check-in/check-out. You can send that goal sheet home and have parents sign the bottom of it to show you they saw it. If an incentive is needed, reward the child with something small for bringing it back signed.

A notebook with quick notes about the day is another great communication tool. Jot down things that went well or things that can be worked on in just a few sentences (or have the students write down their thoughts as you help guide them in this reflection process). Leave space for the parent to comment or ask questions. This back-and-forth journal is a great way to communicate and can be easier than getting into a game of phone tag.

One of the biggest challenges teachers face is finding ways to support the at-risk students in their classroom. These students may struggle academically, socially, and behaviorally and it can be difficult to find what works to help these students excel. By prioritizing relationship building, using a democratic classroom model, incorporating a check-in/check-out system, or having a communication log with parents, it can greatly help set these students up for success and make them feel like contributing members of their classroom community.

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How to Support At-Risk Students in Your Classroom - TeachHUB

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Finding ways to support the diverse groups of students in your classroom can be one of the biggest challenges a teacher faces. From their academic needs to their social and emotional ones, education is about supporting the whole child (not just their reading and math scores).

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Visit this site for information and ideas on how schools can respond to gender differences.

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How Gender Disparities Affect Classroom Learning

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Schools have the responsibility to model, teach, and create conditions in which each child’s gender diversity is accepted and nourished.

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This video is eye-opening and gives anyone the opportunity to acknowledge the problem, with hope to steer in the opposite direction moving forward.

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Visit this site for information about SES and what teachers can do to help these students succeed.

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Many students in the United States come to school with a low socioeconomic status (SES), according to federal guidelines. Recent data from the National School Lunch Program suggests that nearly 100,000 schools serve lunch to 30 million students each day. (Only students who are signed up for the lunch program are included in the organization's statistics.) To be clear, qualifying for a free or reduced price lunch at school does not necessarily mean a student is poor, as the income guidelines apply to families living "at or below 185 percent of the federal poverty level." Still, the true number of children living in poverty in the U.S. is estimated to be around 21 percent, which is one of the highest rates of child poverty in the developed world.

What does the impact of low SES have on a student's chances for success in school? Bruce Baker, who researches education policy and school finance at Rutgers University, argued that poverty and inequality "matter a great deal" when it comes to education. That's because being poor or low-income often means facing a range of challenging issues such as housing instability, lack of access to high-quality childcare or preschool programs, and inadequate healthcare. Similarly, students living in poverty are at greater risk for adverse childhood experiences, frequently referred to as ACEs. These adverse experiences can include witnessing substance abuse, experiencing violence or mental illness in the home, and suffering from physical and emotional abuse or neglect.

Although anyone can experience difficult circumstances as a child, children and families living in poverty are more likely to have ACEs. While poverty does not cause ACEs-as many researchers have pointed out-it is a significant risk factor for greater exposure to traumatic life circumstances and situations. This in turn can make children living in poverty vulnerable to toxic stress, leading to what some say is a "negative loop" in which stressful experiences lead to more stressful experiences, and the effect of this on a child's educational prospects can be profound. Indeed, Baker's work at Rutgers has found that children who grow up in poverty "complete less schooling" than their wealthier peers, a point that is backed up by data from the American Psychological Association as well as numerous other sources.

Along with the increased risk of dropping out and leaving school altogether, students with a low SES are also frequently behind their peers academically. Some of this has to do with what happens before children living in poverty are even born (due to the importance of such things as consistent prenatal care) but much involves a complex mix of social and emotional experiences, such as the ability to attach well to a primary caregiver (which can be more difficult in households that are under-resourced) or attend a high-quality preschool. Students' behavior in school can be another factor; for students struggling with ACEs or navigating their way through a life in poverty, helpful traits as perseverance and collaboration may be harder to come by.

In the words of education researcher Eric Jensen, who wrote the book "Teaching with Poverty in Mind," this is because "children raised in poor households often fail to learn...healthy, appropriate responses to everyday situations." There are many reasons for this, including the aforementioned increased presence of ACEs. The issue, in Jensen's view, is that children without "healthy, appropriate responses" to stress or frustration may give up too easily or act out in class rather than buckle down and meet academic challenges head-on. He went on to note that this can lead to a sense of separation from the group, which can in turn set up a cycle of negative, isolating interactions between a teacher and a student with a low SES.

This certainly sounds like an overwhelming situation that may feel far beyond any one teacher's control. Still, researchers like Jensen and others have focused not just on the problems associated with students living in poverty, but also how to help such students thrive in school. Jensen has argued that teachers first must learn to recognize the behavior challenges that tend to be exhibited by children whose brains have adapted to their impoverished circumstances, which can require a distinct shift in perspective and may call for teachers to expect students living in poverty to act more impulsively or impatiently than others.

According to Jensen's research, the proper response to this expectation is for educators to actively teach students how to behave in a way that will be conducive to a "smoothly running, complex social environment (like a classroom)." Jensen summed this up with three "action steps" for teachers: 1) Embody respect; 2) Embed social skills; and 3) Be inclusive. He advised moving away from the impulse toward authoritarianism and instead articulated a vision built around shared respect, calm reminders, and a consistently communicated and demonstrated sense of belonging for all. This echoes advice found in a handbook from the National Education Association regarding how teachers can most effectively work with students facing trauma, poverty, or both.

"Students from poverty and those who have experienced trauma want to learn," the National Education Association handbook noted. However, failing to properly address their unique needs may lead to the "potential loss of contributions to society when the gifts of a disadvantaged, traumatized child are not developed and passed on to the next generation." Like Jensen, the National Education Association researchers argued for a "brain-based approach" to teaching children with a low SES. Simply put, the "brain can and does change" for the better-if chronic stress and other troubling influences are addressed. In addition to underscoring the importance of teachers taking care of themselves and avoiding toxic stress in their own lives, the National Education Association handbook offered specific classroom-based recommendations for teachers, including the nudge to be flexible in how lessons are shared.

It is important to avoid further exacerbating the effects of poverty or ACEs, warned Jane Stevens of the ACEs Connection organization in a 2015 blog post. Stevens, who advocates on behalf of students living with trauma, argued that such students should ideally be met with extra resources, not punishing responses that further isolate, suspend, or expel them. This is key because, as the National Education Association handbook phrased it, "schools can be the most positive place where the neuroplasticity of the brain can replace the negativity of poverty and trauma with hope and a real bright future for our students' successes."

What is your school or district doing to help students from low-SES backgrounds succeed? Connect with Lexia Learning on ,, and to let us know your thoughts and experiences on this topic!

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A Brain-Based Approach to Helping Low-SES Students

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Many students in the United States come to school with a low socioeconomic status (SES), according to federal guidelines. Recent data from the National School Lunch Program suggests that nearly 100,000 schools serve lunch to 30 million students each day.

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This presentation provides information on low socioeconomic students' experience and a few ideas on how schools can support these children.

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Low Socioeconomic Status and Educational Effects What is low SES? What it means to have a low socioeconomic status (SES) Limited access to adequate education Low social class or status Lack of financial security Low income Limited employment opportunities Educational Barriers How

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This presentation can be reviewed in class during the first week of school to make students aware of cultural difference.

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This graphic organizer can benefit students who are learning the target language (in most cases English) as a second language.

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This is a lesson plan regarding race and ethnicity for high school teachers.

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This video can help anyone understand the difference between race and ethnicity.

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View this website for information on the importance of digital inclusion in the classroom.

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Equity in the experiences they have is an important element of education that's missing for too many K-12 students. Despite all of the advances in technology and the ability to seemingly create it for students more easily, many of them still suffer from a lack of inclusion when it comes to digital education-something that was also greatly exacerbated with remote instruction. As information and communications technology (ICT) continues to dominate the workforce, the resulting need for skills has become more urgent in education. That starts with improving digital inclusion and equity in the classroom. We need to do more to slim the starting with making digital inclusion a right, not a privilege.

Among all the technologies that help prepare students for the future, access to the Internet is probably the most important. It has obviously become the backbone for how individuals, companies, communities, and even the economy function optimally on a day-to-day basis. And, students can develop skills to maximize their efficiency by drawing on the power of the Internet. They also need assurance that they'll have access to this tool, which isn't always a given. Efforts to improve digital inclusion have been in the works for quite a while now, however. Most aim to address both digital literacy issues and that lack of access to ICT tools. Simply put, all students (and adults) should be able to access and use the ICT tools that are available.

Digital inclusion is important because it helps to ensure that all members of school communities, including any who might be at more of a disadvantage, are able to access key learning experiences. Digital inclusion should involve affordable and strong Internet service, Internet-connected devices, and even digital literacy training. Other elements that can help ensure true digital inclusion are quality technical support and online content that encourages self-sufficiency. Our reliance on these digital tools isn't going to drop off and this, of course, means that educational leaders need to do everything possible to equip K-12 students with the skill sets to contribute in a global society.

Once these plans are in place, school leaders then need to act on them with concerted integration efforts. Access to the Internet is the biggest digital inclusion need for students. So many school leaders, especially in rural areas, have had success with turning to mobile hotspots in some instances rather than overhauling their existing networks. These are key in schools or libraries because they help to provide that access 21st century students need. Besides that, another trend is the modernization of both school and public libraries. This enables them to offer free and reliable computer access to anyone in their community. In recent years, libraries have obviously become hubs for content creation, digital exploration, and even manufacturing. So, for educators looking to ramp up digital inclusion, focusing on the school library is a logical place to start.

As implementation unfolds, school leaders and educators quickly need to begin thinking about measuring its performance and impact. To do this, they need access to relevant data so they can see what's working, what's improved, and what may not be worth pursuing. For school purposes, it's very helpful to get an idea of how much time students can spend on the Internet. This sheds light on how much they rely on it in order to complete assignments. Finally, those at the forefront of digital inclusion efforts must deliver a consistent message about its importance. This helps make sure everybody has bought in to the improvement efforts. And, that sense of community can ensure that students and teachers consistently have digital needs met.

Essentially, we bring this up because we think that teachers could leverage some of the values the Maker Movement promotes in the same way when they try to maximize digital inclusion. The Maker Movement is for everyone-just like access to digital technology should be. If somebody can't find a natural way to join the Maker Movement, it's members of that community who help. Not that it's entirely up to them to ensure they have the tools to complete assignments and prepare for the future, but children do have a voice when it comes to their learning experiences. If students who can't always access technology discover a realistic solution, then that's great. In any case, utilizing the tools that they do have to create a solution is the ideal outcome and one of the principles of the Maker Movement.

Despite the general spirit of the Maker Movement, those with more means can access more innovative and powerful technologies. This is consistent with digital tools in school systems, too. Leaders from the affluent areas can provide better digital tools and more effective digital learning for their students. But, the question remains-money concerns aside-how school leaders can adopt those principles of the Maker Movement when they're unable to provide the best digital learning. Can they get by with simply promoting the values of creative thinking and innovative problem solving? Possibly. But, that will likely only get things so far. So, education leaders can perhaps find motivation from makers to discover a creative solution. We know that it's tough, but maybe there's a way in your school or district to try something inventive.

Digital equity isn't always solvable despite being pretty simple for many students, parents, and teachers to recognize when it's occurring. Unfortunately, some students fall behind in tech skills development because they don't always have access to the right technology. True digital inclusion, if we're being honest, involves more than just student access. Teachers need access to digital technologies as well. They might be behind in developing digital fluencies in various technologies, which we attempt to prevent from happening among students, and it could be for the same reason. Despite knowing these technologies can help their students, not all teachers have equal access. They may also need PD on how to properly use them in instruction.

On the other hand, if trying a BYOD program, be mindful that not all students have a device. Being one of the only students to show up without a device can make students feel insecure and cause them to regress socially and emotionally. As we alluded to, maker education could help students build up key skills and feel included-with or without technology. Everybody has the same ability to be creative and they could start to see this through the hands-on work. Finally, educators should keep in mind that some students may not be able to use a computer or the Internet to complete homework assignments. This is something they need to know about, which they can do by sending home surveys to parents. This also helps educators to be more mindful of how they teach and what they say in the classroom.

One of the reasons true digital inclusion across the board is this tough is because students are so diverse. This means that the pedagogical methods teachers use are often intended to embrace this diversity, which is tricky to accomplish. For educators to understand how each student will navigate their learning process and arrive at desired learning outcomes, they'll need to first understand their learning characteristics. Kids may have some experience using digital media, though that experience will vary. Some of them might only get it in school, so much of their digital media exposure may be educational. Others may only access it at home, so much of their exposure could be, well, the exact opposite of educational. Finding a balance and helping students realize that they could be using technology for learning is one road to take.

Studies show that certain factors contribute to some children having lower amounts of digital literacy than their peers. They are generally made up of things they can't control, like gender and geographical location. We don't want to stereotype, but it's logical that students who live in more densely populated or rural areas won't have as much exposure to technology outside school. This could lead to them coming to school with lower levels of technology fluencies while peers are at higher levels. Different groups of children will always interact differently with technology, which is important for educators to recognize. The optimal pedagogical approaches and an up-to-date understanding of each students' comfort levels helps teachers to use where their students are as a starting point. From there, they can build on these proficiencies until their classroom reaches true digital inclusion.

For the latest EdTech, STEAM, and 21st century education news, follow us on Twitter and Instagram. Like us on Facebook, too, or sign up for our newsletter for our latest product announcements and offerings. If you have an idea for a blog theme, send us a message on social media or comment below.

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Digital Inclusion: Why Is It So Important In Education?

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Digital inclusion has become increasingly vital and, when not equitable, it's extremely noticeable. Here's why it's key and how to attain it.

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A lot of helpful information on digital inclusion, digital equity, and the importance of teachers knowing how to effectively incorporate technology in the classroom.

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The digital divide has long existed, but the global pandemic has illuminated this divide. In 2020, Common Sense Media and Boston Consulting Group reported that 15-16 million students lacked sufficient internet access or devices to participate in remote or online learning.

While we often focus on adequate internet access and devices, the digital divide encompasses more than equitable access to high-speed internet and powerful computing devices. It goes beyond this to include Digital Inclusion.

What is digital inclusion? The Digital Equity Act of 2021 defines it as:
The activities necessary to ensure that individuals have full access to and use of affordable information and communication technologies, including reliable broadband internet service; internet-enabled devices that meet the individual needs of the user; access to digital literacy training; and the applications and online content that enable and encourage self-sufficiency, participation, and collaboration.
Digital inclusion can not stand alone without digital equity; it takes equity a step further into digital literacy training and an individual's engagement utilizing the tools needed to fully participate in their classroom, school, and community. In other words, digital inclusion may be viewed by educators as the "teaching and learning" aspect of digital equity. As a district sets its vision for student success, digital equity and digital inclusion must be integrated into that vision to fully realize an equitable education for all students. When there are gaps in either of these areas, it creates a digital divide. This divide exists across the country for many students and their families.

Ensuring that digital access is available, leaders must also communicate a shared understanding around the possibilities for student learning. A clearly defined vision for how devices and expanded broadband access should augment and broaden students' learning opportunities helps district leadership teams to gain buy-in and support from stakeholders, including teachers, families, students, local officials, and the broader community. So what are the possibilities when it comes to full digital inclusion? It is when leaders move beyond boxes and wires and engage in conversations about TEACHING & LEARNING.

On its own, access to connectivity and devices does not guarantee access to engaging educational experiences or quality education. Without thoughtful intervention and attention to the way technology is used for learning, the digital use divide could grow even as access to technology in schools increases. (USDE Office of Ed Tech, https://tech.ed.gov/netp/learning/

As we look more closely at digital inclusion, the recent pandemic has highlighted students' need for devices that meet their learning needs and a skill set that includes the ability to engage in learning in new ways. Inside digital inclusion, we also see the need for educators to be well versed in utilizing digital tools to engage their students. So let's take a closer look at digital inclusion as we examine the teaching and learning aspect and explore what district leaders need to look for and include in their vision for student success.

TEACHING
As we work to get devices in the hands of students and ensure that there is adequate broadband coverage for them to participate in learning meaningfully, we must go beyond the devices and connectivity and look towards our instructional practices. Closing the digital equity gap isn't just about devices or connectivity; it is as much about teaching as it is about technology.

Educators skilled in technology integration are essential because technology can help teachers personalize instruction and engage students in more meaningful ways. In addition, district leaders must understand and value the digital integration and acknowledge the following as they craft their vision:

1. Training is often needed to support a teacher's expertise to integrate technology into learning effectively. Giving teachers time to explore the available technology resources in collaboration with their colleagues and how to utilize them plays an essential role in digital inclusion.

2. Teachers should be skilled and proficient at determining when technology will support learning and when it is not needed for a learning goal or impedes the learning process.

A few questions that a leader can begin with as you examine the teaching that is taking place in your district to determine your teachers' needs might include:

Do you have a district-wide LMS? If so, what training is available to support teachers in using it effectively?

Do you have feedback loops to gather information from teachers on their use of the LMS and their needs related to its use?

Do our teachers have training opportunities to grow their ability to utilize technology to teach both in-person and online effectively?

Foundational skills - using technology

Effectively blending technology into instruction, transforming pedagogy

Are digital tools being used in equitable ways? Do all students have equitable access to high-quality digital learning tools? (Are students just consuming information with the technology, or are they using technology to produce content and create products to showcase their learning?)

In addition, the ISTE Standards for Educators provide good support for leaders who want to identify the teachers' skills needed to engage students in meaningful ways with technology.

LEARNING
Closing the digital divide doesn't stop with access, robust devices and teachers who can effectively integrate technology into their instruction. Students should experience curriculum-rich opportunities that are meaningful and offer options that empower them as learners.

Accessibility: We must ensure that all members of school communities, including those that need additional support, can access essential learning experiences. This access includes but is not limited to students with disabilities and those who might need more help accessing and fully utilizing digital tools and software available to them.

Digital Literacy: Students must be supported to develop the digital literacy skills to navigate virtual learning environments.

Digital equity and inclusion ensure that students have the knowledge and skills to use technology for learning, frequently interact with robust and accessible content and programs, see their identities represented in and by the technologies they use and experience meaningful opportunities that empower them as learners.

The ISTE Standards for Students can also help educators understand and articulate the skills students need and the types of learning opportunities they must experience to close the digital divide. Finally, school leaders must consider how these standards align with their vision for teaching and learning or their portrait of a graduate profile.

To see how digital inclusion is prioritized within a school district, look at this video from Vancouver Public Schools in Vancouver, Washington. As you watch this video, look for the aspects of digital inclusion that include teaching and learning and observe Vancouver's work to close the digital divide for its students.

CoSN has additional Digital Equity resources at https://www.cosn.org/edtech-topics/digital-equity/

Nancy Magnum
CoSN Subject Matter Expert, Digital Equity

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Digital Inclusion: Key to Student Learning for All | CoSN

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The digital divide has long existed, but the global pandemic has illuminated this divide. In 2020, Common Sense Media and Boston Consulting Group reported that 15-16 million students lacked sufficient internet access or devices to participate in remote or online learning. While we often focus on adequate internet access and...