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Kids Together

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individuals with disabilities education act

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Individual Education Program for students with disabilities. Provides information and resources for writing IEP, tips for getting what your child needs writen in an IEP for inclusion. What to do when the IEP team disagrees.

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Working towards full Inclusion for Catholic Schools

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The Promise of Inclusive Education

Inclusive education brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students.

* Inclusion is an effort to make sure that diverse learners - those with disabilities, different languages and cultures, different homes and family lives, different interests and ways of learning - are exposed to teaching strategies that reach them as individual learners

* Inclusive schools ask teachers to provide appropriate individualized supports and services to all students without the stigmatization that comes with separation

* Teachers in inclusive classrooms vary their styles to enhance learning for all students

About Inclusive Education

The purpose of education is to ensure that all students gain access to knowledge, skills, and information that will prepare them to contribute to America's communities and workplaces. The central purpose becomes more challenging as schools accommodate students with increasingly diverse backgrounds and abilities. As we strive to meet these challenges, the involvement and cooperation of educators, parents, and community leaders is vital for the creation of better and more inclusive schools.

A Brief History of Inclusion

Today it is widely accepted that inclusion maximizes the potential of the vast majority of students, ensures their rights, and is the preferred educational approach for the 21st century. Unfortunately, the philosophy has not always been widely held. Our thinking and acceptance has evolved rapidly over the last century, and continues to evolve, in response to federal and state law, along with our changing social and political beliefs.

Think back. When compulsory public education began near the turn of the century, no public school programs existed for students with disabilities. Schools were expected to be efficient assembly lines, with each class of students moving from grade to grade and, eventually, graduating from high school as productive citizens prepared to enter the workforce. Special classes, at first, did not exist. Later, they were developed as a place for students who could not meet the standards and keep pace with fellow classmates.

By the 1950s, special education public programs were available in many school districts, but some undesirable outcomes were becoming apparent. Many authorities in the field agreed that segregated special classes were not an appropriate educational setting for most students with special needs, for it was clear that educating students with special needs in isolated settings minimized, rather than maximized, their potential.

Simultaneously, the Civil Rights Movement was in its great surge, and the fights for equal rights and non-discriminatory laws were being culminated in the U.S. Supreme Court with the historic Brown Decision. In 1954, the case of Brown vs. the Board of Education established the principle that school segregation denies students equal educational opportunity. Although the decision referred to racial segregation, it began to influence our thinking about people with disabilities. The thinking went something like this: if separate is not equal, what about our children with special needs being denied the right to a free and public education, or being placed in separate, segregated, classrooms?
One of the outcomes of the Civil Rights Movement is the enactment of legislation designed to prevent discrimination against individuals with special needs, whether they are children in schools or adults in the workforce.

In the early 1970s, landmark civil rights legislation opened the door for all children with special needs to receive a free and public education, and ensured equal opportunity for students to participate in the full range of school activities.

The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) specifically supports inclusive thinking and practices. IDEAcalls for involving students with special needs in general education curricula, assessment practices, and classrooms. Recognizing that traditional strategies result in a lack of learning outcomes for students with special needs, relative to outcomes of comparable peers without special education labels, IDEA encourages general and special education teachers to work together for the benefit of each and every student. The Committee Report that accompanied the new law to Congress explains the legislators' intent: inclusion is a philosophy of acceptance and flexibility.

On January 8, 2002, the No Child Left Behind Act was signed into law. The legislation bolsters the philosophy that the majority of students with special needs be moved out of segregated classrooms, and given the appropriate strategies, accommodations, and teaching styles to match their unique learning styles. The No Child Left Behind Act builds on four principles for education reform: accountability for results, doing what works based on scientific research, expanded parent options, and expanded local control and flexibility.

At a fundamental level, inclusion is really about fairness. Responding to each student based on need is the meaning of fairness. In the past schools could hide achievement results by excluding students with special needs. This is no longer possible. No Child Left Behind has changed the landscape of education by shifting the focus from compliance to outcome; it requires us to measure the progress of all our students so that every child can realize the great promise of America.

On Inclusion and the Other Kids
Inclusion is receiving considerable attention, both in school districts across the country and in the popular media. Most of the attention is focused on how inclusion affects the students with special needs. But what about the students who don't have special needs?

Will the learning of students without special needs suffer because of inclusion? Thirty years of educational research has shown time and time again that not only is there no slowdown in the learning of children without special needs in inclusive classrooms, often there is improvement in learning outcomes across the entire group of learners. Additionally, surveys conducted with parents and teachers involved in inclusive settings show that they have positive opinions about inclusion.

The glass is half full So in a nutshell, the research conducted thus far shows that being in an inclusive classroom doesn't hurt the students without special needs. But does it help them? The growing body of research suggests that students without special needs can gain a number of important benefits from relationships with their classmates who have special needs. Some of the benefits include: friendships, social skills, personal principles, comfort level with people who have special needs, and caring classroom environments.

Friendships The most important function of friendships is to make people feel cared for, loved, and safe. Researchers have documented cases of long-lasting friendships that have emerged between students who have special needs and typical students, in which both students benefit. Recent research has helped to identify three specific areas of mutual benefit for children with and without special needs who are friends with each other: (1) warm and caring companionship; (2) growth in social cognition and self-concept; and (3) the development of personal principles. Of course, inclusive settings do not mean that all typical children become close friends with children who have special needs. However, even when relationships remain at the level of 'classmate' or 'familiar acquaintance', versions of these same benefits have been reported in surveys of teachers and other research.

Social Skills Children without special needs often can become more aware of the needs of others in inclusive classrooms. As they become skilled at understanding and reacting to the behaviors of their friends with special needs, they gain an enhanced acceptance and appreciation of each child's unique gifts. Students without special needs grow in their commitment to their own moral and ethical principles and become advocates for their friends who have special needs. The development of strong personal principles will benefit students throughout their lives.

Comfort Level With People Who Have Special Needs On surveys and in interviews, middle and high school students without special needs say they are less fearful of people who look different or behave differently because they've interacted with individuals with special needs. Parents notice the differences in their children, too. An interesting side effect is that these parents report that they, also, feel more comfortable with people with special needs because of their children's experiences.

Caring Classroom Environments Schools and classrooms can be structured to facilitate kindness, consideration, empathy, and compassion for others. Within a caring classroom environment, students have opportunities to learn about their classmates in ways that honor the full range of experiences that each child brings to the classroom.

Inclusive Classroom Practices
As general education classrooms include more and more diverse students, teachers realize the value of accepting each student as unique. Special educators understand that effective general education practices really are appropriate for students with special needs, and general educators often turn to special educators for additional ways to teach their increasingly diverse groups of students.
Some of the specific classroom practices recommended in national reports are:

LESS whole-class, teacher-directed instruction

LESS student passivity

LESS prizing and rewarding of silence in the classroom

LESS classroom time devoted to fill-in-the-blank worksheets, dittos, workbooks, and other "seatwork"

LESS student time spent reading textbooks and basal readers

LESS effort by teachers to thinly "cover" large amounts of material

LESS rote memorization of facts and details

LESS stress on competition and grades

LESS use of pull-out special programs

LESS use of and reliance on standardized tests

MORE experimental, inductive, hands-on learning

MORE active learning

MORE enacting and modeling the principles of democracy in school

MORE choice for students

MORE time devoted to reading full, original, books

MORE deep study of a smaller number of topics

MORE emphasis on higher order thinking skills when learning key concepts and principles of a subject

MORE cooperative and collaborative activity

MORE delivery of special help to students in general education classrooms

MORE varied and cooperative roles for teachers, parents, administrators, and community members when teaching and evaluating student performance

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The Promise of Inclusive Education Inclusive education brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students.

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Inclusion within Jewish Community

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Working with students of different abilities to ensure they have access to a meaningful Jewish education enables me to revisit my own personal commitment to inclusion over and over again. Over the years I have learned amazing strategies and techniques in adapting curriculum, shaping lessons, and accommodating individual students' needs.

However, the most significant thing I have learned is that simply accommodating a student's needs is not inclusion. Don't get me wrong, making appropriate accommodations is an essential strategy in working with all students who have unique learning needs.But there's more to inclusion.

Let me give you an example:

A class of students is going to break into chevruta (partner groups) to study a Jewish text.A written copy of the text is given to each student.The teacher decides that since this is a discussion-based activity, the text can be read aloud to a student who is blind and she can still fully participate.

Put yourself in the scenario.Are you typically the one who says (when something is read aloud), "Let me see that, I missed half of what you said."?If so, you are probably a visual learner. (Read more about learning styles.) This is how Braille can function for a student that is blind; it's her way of "seeing" the text for herself.

Here is another example:

Students will be working in groups to explore leadership and community building.The activity relies on students' ability to observe one another as they engage in the task.Adding a listening role to the group for a student who is blind is a reasonable accommodation, but adding that same role to every group is inclusive.

Making sure there is a chair available for a student who has a physical disability is a reasonable accommodation,
but reshaping the activity so that all of the students will sit is inclusive.

Inclusion isn't always easy. Sometimes it takes trial and error. And it takes both intentionality and planning.

As we learn from Rabbi Tarfon in Pirkei Avot: " It is not your responsibility to finish the work [of perfecting the world], but neither are you free to desist from it." (2:16)

Be sure you never miss a post from Removing the Stumbling Block:

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Accommodating Isn't the Same as Inclusion

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Working with students of different abilities to ensure they have access to a meaningful Jewish education enables me to revisit my own personal commitment to inclusion over and over again. Over the years I have learned amazing strategies and techniques in adapting curriculum, shaping lessons, and accommodating individual students' needs.

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Ollibean

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We love this TEDx Talk from our friend, Torrie Dunlap, at Kids Included Together on benefits of inclusion and the real "problem" with special needs.

Isn't it a Pity? The Real Problem with Special Needs

Torrie Dunlap, CEO, Kids Included Together

Feeling Good about Casting Someone with Special Needs in the Show

In the early 90s I was a student on this very campus, and actually, on this very stage. I was a drama major who had a dream to change the world through arts education. The world, however, had something different in mind. In one of my first professional theater jobs I was directing a production of the musical Joseph and the Amazing Technicolor Dreamcoat. I don't know if you've seen it but there are a lot of kids in that show. We held auditions and there was a very lovely middle schooler, with a really pretty voice. She happened to use a wheelchair. I remember casting her in the show and feeling so good about myself for casting someone with special needs in the show. How great for her, and how amazing for the audiences who would see someone using a wheelchair in a production. I spent a lot of time feeling good about myself for this. We had some logistics to figure out, so the production team and I put our heads together and we created a set design with the standard bleacher seating and we made a special cut out for this young girl so she would slide right in with her chair and sit next to the other kids. We hadn't told her about this and on the day we moved into the theater I could not have been more excited. The theater was old and not very accessible, and so three dads had to hoist the chair with her in it up onto the stage. I proudly showed her the cut out where she would sit in her wheelchair. I will never forget what happened next. She looked up at me and said, "How come I don't get to sit on the bleachers like the other kids?" And wow. I could not believe how badly I had missed the boat. I was so caught up in the visual and the good feelings I had about doing this that I had not even considered that how she participated was her choice- and I had not even asked her. Without intending to, I had marginalized her. I had turned her from a 7th grader who likes singing and wants to be in a play with her friends into some kind of poster child for disability representation in the arts. I never forgot this experience, and how much I learned that day.

Overcome Our Fears and the Barriers that Separate Children with and without Disabilities

In fact, it informed the rest of my career. After many years of teaching kids with all kinds of differences and abilities I took a leap of faith and became a part-time program coordinator at Kids Included Together, a small grassroots non-profit in San Diego that was teaching child care and after school programs how to meet the needs of all kids. Nine years later I became the CEO and we have now done this work in 45 states and 10 countries and we teach thousands of people each year.

I have learned in my close to 20 years of immersion in this field that we can overcome our fears and the barriers that separate children with and without disabilities by changing our mindset.

In 2011 the World Health Organization and the World Bank published a report on disability. The report states children with disabilities are among the most marginalized children in the world.

I believe that a reason why as a society we have not embraced children with disabilities as full participants in our schools and communities is the limitation of our own mental models around disability. We have moved from hiding and institutionalizing children to a world where kids with disabilities are "special" and receive special services in special settings with special caregivers, and they- and their families- are disenfranchised from the community at large and have become their own separate community. I believe that "special" has become a euphemism for "separate." When we create a separate, "special" places for children where their "special needs" can be met, we are teaching them that their place is over there, with people like them and not in the full community. When young, impressionable children are taught that their needs are too great, that they are too different and that they don't fit our very narrow definition of "normal" this has a life long affect on their ability to contribute positively to society. Our goal as adults, parents, teachers and child care providers, is to help kids grow up to be confident, happy adults who make a positive contribution to the world. But, when it comes to kids with disabilities we have missed the boat.

The Medical Model, the Social Model and the Biopsychosocial Model

The disruption that's needed is in conceptual models of disability. In the field of disability studies they are known as the "medical model" and the "social model."

The medical model, obviously coming out of the medical community, but with widespread adoption outside of it, views disability as a problem that needs to be cured or fixed. People who have disabilities are perceived as sick and that only experts can determine what treatments are needed. It's not that cures or medical interventions are necessarily a bad thing, but when we use the medical model as our way of perceiving disability we view children who have them as a problem that need fixing, and we separate them from their peers without disabilities. This is why we often lead with pity- we feel sorry for people who are broken and need fixing and we feel charitable by helping them and this is where we design "special services for special kids." We feel good that we have done something kind for "those poor children." We make a lot of assumptions here that children who have disabilities have a poor quality of life, can't learn and can't achieve. We assume they need something different than other kids, because they are "special."

The counterpoint to the Medical Model is the Social Model of Disability.
In this model we view societal barriers as the problem, and not the child. Disability is perceived not as a negative, but as neutral. In this model we view disability as something that exists in the environment and in society, and it is the failure of the environment and not the person. In order to lessen the impact of disability on a person, we need to change the interaction between the person and the environment.

And because this is TEDx and we like big, fancy words I'll give you one more- this is the model the World Health Organization works from and the one we use in our work at Kids Included Together. It's called the biopsychosocial model.

This model accepts that medical labels and diagnoses are part of the identity of the person and environmental barriers are also considered when looking at how disability influences a child's ability to function in the world. It's a more holistic approach.

You may see your own perspective reflected in one of these models, or you may feel like you have never thought of it before. But, even if we haven't been confronted with making a conscious choice to adopt a model, we all have one. We create our own mental models to make sense of the world.

A mental model is a deeply engrained set of beliefs based on assumptions, generalizations, media images, our own experience or lack of it. Basically, how we think about stuff. Think of it as your internal personal algorithm. When faced with a decision, before you are even conscious of it, your mental model goes to work. For many of us, our mental model around disability reflects the medical model- something to fear, something to fix, something to feel sorry for, and that we can feel good when we help less fortunate people. But, what happens when we consciously change our internal model and view disability as neutral, and the environment as a factor. What if we see children with disabilities first as children, and not a diagnosis or as "special?"

Here is a very typical community event- it's a rodeo for "Challenged Buckaroos." A special rodeo for children with disabilities. The event is designed for children - no special adaptations for disability are needed or offered that I can tell, and the marketing materials say that this is a chance for some "very special kids to meet real cowboys and cowgirls while being cheered on by their fans." The piece in the newspaper includes a quote from the organizer about how "rodeo fans can give a great day to some great kids." What do you think? Medical model or social model? What assumptions are we making about children and their disability in an event like this? Why do children who have a disability label need their own special rodeo? What message are we sending to kids when we create a separate rodeo just for them?

What if the rodeo committee held a children's event and invited all children- regardless of their ability to attend. Picture what a day at the rodeo with all kinds of kids there could look like. They would make sure that children who needed it had extra assistance, but would anything else really have to change? What do we gain by building a community where everyone belongs?

Here is another one- and I know I am going to get some pushback on this one- and it involves someone many of us hold near and dear to our hearts- Santa Claus. I was at the mall one November day and I saw this poster for a special Santa Claus photo session for special kids. I know these events are happening all over the country, and I bet most people feel good about them. It seems like a nice thing to do, right? Making sure that everyone who wants to can visit Santa. It's called Caring Santa. For me, this raises a lot of questions- and I hope it does for you too- isn't Santa always caring? Would you want your child sitting on the lap of Uncaring Santa? What are the barriers to access for Santa? These events are targeted to families who have children with sensory sensitivities, but I wonder if there is a way to meet the needs of all kids in a way that actually enhances the experience for everyone.

What do we gain by keeping kids separate? What do we lose out on when we do?

There are a lot of milestones in a child's life, for kids who celebrate Christmas a visit to Santa is one of them. For most high schoolers the Prom is a rite of passage. Over the past few years I have seen events called "Special Needs Proms" pop up. These are events that invite teens who receive special education services to attend a separate prom together with other teens from other area high schools. All of the dresses, tuxedos, limos are donated to the teens. Teens without disabilities volunteer at the event as "hosts" to the honored guests and receive their community service credit. The parents, family and friends of the kids view the prom from in real time a live video feed.

I know that as adults we worry about, and we care about kids who might get left out of the prom experience, because they are different. High school is a tough place. But, what if we instead looked through a different lens and put our energy toward making sure that every high school prom is welcoming and inclusive to all the students who attend the school? We need to examine what the actual barriers to prom are for teens with disabilities. Is it really the cost? Is it the lack of someone to be a date? Are there physical accessibility barriers? I wonder what underlying message we are sending, both to the teens with disabilities who may hear us say that they aren't welcome at a school event on their campus with kids they have gone to school with, and also to the volunteer teen "escorts" and what message we are sending to them about pity and helplessness and separation by ability. And, really, would you have wanted your mom watching you at your prom through a video feed?

I want to introduce you to my friend Addie. She's 8 now, and in 3rd grade, but I want to tell you about her school music performances in 1st and 2nd grade. Addie uses a wheelchair and also does not use her voice to communicate. During the performance Addie sat 20 feet away from her peers, on the other side of a wall with her aide. The way she was made a part of it was by the decorations the class put on her wheelchair. So, there she is in her adorned chair far away from her peers. You can see which model is in play, right? Fast forward to 2nd grade and it's time for a music performance. Addie has a teacher using a different mental model and this time she is on stage, next to her peers and she has a meaningful role to play in the show. They had used Addie's recorder to capture her sister Emily's voice saying "Thank you for coming to our performance" and after the few songs are over Addie hits a button that starts the recording. Huge beaming smile on her face. The teacher looked at the barriers and overcame them- and it wasn't that difficult.

This is the opportunity we have. And it is important. Disability is going to touch all of our lives at some point, by disease, by accident, by the natural process of aging and living longer. And we probably all have friends or family members who experience some kind of disability. How do we want to be included in our communities? How do we want our children to be regarded? As something fragile, broken and "special" or as people who have a right to belong in our communities? I believe that when we examine our own mental models toward disability, we won't default to pity and charity but will focus our efforts on making our society accessible to everyone, and everyone will benefit.

Thank you.

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Isn't it a Pity? The Real Problem with Special Needs- Torrie Dunlap

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We love this TEDx Talk from our friend, Torrie Dunlap, at Kids Included Together on benefits of inclusion and the real "problem" with special needs. Torrie Dunlap, CEO, Kids Included Together In the early 90s I was a student on this very campus, and actually, on this very stage.

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ADHD in the classroom

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Strategies

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ADHD strategies are techniques that parents and teachers can utilize to help students succeed in school. Attention-deficit/hyperactivity disorder (ADHD) is characterized by problems with attention, impulse control, and hyperactivity. It usually develops in childhood, but may not be diagnosed until adolescence or adulthood.

Approximately 9% of children in the United States between the ages of 13 and 18 have ADHD, according to the National Institute of Mental Health (NIMH). It is four times more likely to be diagnosed in boys than in girls.

The struggles that children with ADHD face, such as difficulty paying attention, may become apparent once they start school. As such, parents and teachers will need to work together to help kids learn to cope with their ADHD symptoms.

Kids and teens with ADHD have unique needs in the classroom. Here are some ADHD strategies that parents and teachers of students can use to help them succeed at school.

Keep Expectations Consistent

One of the most important ADHD strategies is to keep classroom rules clear and concise. Rules and expectations for the class should be regularly reviewed and updated when necessary. Rules should be posted in the classroom where they can be easily read.

It's often useful to have a child repeat back rules, expectations, or other instructions to ensure that they understood. Teachers should keep in mind that a child may have heard the words that were said but misunderstood the meaning.

For kids who struggle with time management and "shifting gears" from one task or class to the next, having a schedule handy and reviewing it often can make transitions go more smoothly.﻿﻿ You can also use timers, taped time signals, or verbal cues to help a student see how much time is left for an activity.

Limit Distractions

Students with ADHD are susceptible to distractions. Helpful strategies for students with ADHD can include seating them away from sources of classroom disruption such as doors, windows, cubby areas, and pencil sharpeners. Try to limit other distractions in the room, like excessive noise or visual stimuli like clutter, as much as possible.

Listening to "white noise" or soft background music can actually improve focus and concentration for some kids with ADHD, though it can be a distraction for those children who don't.

Provide Frequent Feedback

Another helpful ADHD strategy is to keep giving kids quick feedback about how they are doing. Kids with and without ADHD benefit from frequent, immediate feedback about their behavior. When necessary, any consequences given for unwanted behaviors should also be swift.

Reward Good Behavior

Rewards and incentives should always be used before punishment to motivate a student. To prevent boredom, change up the rewards frequently.

Do not use the loss of recess as a consequence for negative behavior. Kids with ADHD benefit from physical activity and may be able to focus better after being outside or in gym class.

Prioritizing rewards over punishment will help ensure that school continues to feel like a positive place for kids with ADHD.

Give Them a Break

Breaks and regular activity can be important strategies for kids with ADHD. Kids with ADHD tend to struggle with sitting still for long periods of time, so giving them frequent opportunities to get up and move around can be a big help.

You can provide them with a physical break by having them hand out or collect papers or classroom materials, run an errand to the office or another part of the building, or erase the board. Even something as simple as letting them go get a drink of water at the water fountain can provide a moment of activity.

Use Tools and Flexible Rules

Students with ADHD tend to be restless. While a standard classroom rule may be that students must sit in their seats during lessons, a child with ADHD may be able to stay on task better if they're allowed to stand up.

For kids who tend to fidget, holding a small "Koosh Ball" or something tactile to manipulate (like Silly Putty) provides a little stimulation without disrupting the classroom.﻿﻿

Some studies have claimed that chewing gum may improve certain students' concentration, but the research has not been conclusive.﻿﻿ Furthermore, many schools do not allow students to chew gum.

Don't Overload Them

For a child with ADHD who is prone to becoming overwhelmed, it can be helpful to reduce the total workload by breaking it down into smaller sections.

Kids with ADHD may also have sleep problems that affect their behavior and their ability to pay attention in class.﻿﻿ In general, students tend to be "fresher" and less fatigued earlier in the day, though teens and college students are more likely to struggle with morning classes. It's also not unusual for kids to have a bit of a slump after lunch.

If possible, plan to have the class tackle the most difficult academic subjects and assignments when they are most alert and engaged.

Encourage Support

Children with ADHD may need extra help from a classroom aid, though these staff members are not always available. Likewise, access to academic support services for students with ADHD may not be in place.

Even if a child does have one-on-one help from an adult, it can sometimes be helpful to arrange for peer support. Pairing a student with ADHD up with a willing, kind, and mature classmate can be a beneficial experience for both kids. A child's "study buddy" can give reminders, help them stay on task or refocus after being interrupted, and provide encouragement.

Working with another student can also help a child with ADHD improve their social skills and enhance the quality of their relationships with peers-both of which can be struggles for kids with ADHD.﻿﻿

A Word From Verywell

A successful school strategy for a child with ADHD must meet the triad of academic instruction, behavioral interventions, and classroom accommodations. While the regular implementation of these strategies can make a world of difference to a child with ADHD, they will also benefit the whole classroom environment.

Frequently Asked Questions

What are the most effective strategies for children with ADHD?

Behavioral ADHD strategies that can help include using positive reinforcement, sticking to consistent routines, reducing distractions, taking regular breaks, encouring physical activity, and providing regular feedback.

What are six strategies teachers could use to teach a child with ADHD and help them be successful?

Six teaching strategies that can be helpful when working with students who have ADHD include:

Focusing on short-term goals

Breaking projects down into smaller steps

Rewarding good behavior and work

Taking short breaks to help kids release energy

Communicating directions clearly and consistently

Providing tools and direction that help kids stay organized

By Keath Low
Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

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8 Simple School Strategies for Students With ADHD

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ADHD can create challenges for students. Learn ADHD strategies that parents and teachers can use to improve academic performance and overall school success.

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Understanding the Special Education Process

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Understanding the Special Education Process

The chart below offers an overview of the special education process. It is not designed to show all steps or the specific details. It shows what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP).

The process begins when someone (school staff, parents, etc.) makes a referral for an initial evaluation.

Early Intervention Services in Minnesota

Children ages birth to age 3 who are eligible for special education are served under an Individualized Family Service Plan (IFSP). The IFSP plan and process focuses on identifying the needs of the child and family and determining how to best meet the needs. The law recognizes the importance of the family in the lives of young children and emphasizes that the IFSP plan and process be family centered and directed. The IFSP process is to be comprehensive, coordinated, multidisciplinary, and, when appropriate, interagency.

2010 edition - 14 page pdf

Structure of special education in Minnesota

In Minnesota, special education programs for students with disabilities are provided primarily by school districts (public schools) that sometimes combine with other local school districts to form special education cooperatives.

Sometimes a single school district--usually in highly populated areas-- provides services to all children within its boundaries, including the entire range of programs and services for students with disabilities.

Sometimes a special education cooperative of two or more districts-- usually adjoining or within the same county or region--may join to provide special education services to students with disabilities within their combined boundaries. A cooperative may have a single administrative office with teaching personnel hired by that office.

Charter schools also are required to provide special education services to eligible children. Minnesota also has three intermediate school districts which operate similar to cooperatives.

Regardless how the special education programs of a school district are organized, in most cases, one person called the special education director is in charge of coordinating all special education services.

Resources

A book that help parents understand both the principles of special education and the procedures for writing the educational program for a child with a disability is available free of charge from PACER Center to Minnesota parents:

Parents Can Be the Key
As a parent, you know your child in a way no one else can. You are an expert on your child and a vital member of the team that plans your child's education. You, as a parent, can be the key to an appropriate education for your child. You have important information to share about your child's educational planning, and you can take action to make changes when they are needed. To be an effective advocate, you must know your rights and those of your child. Exercising these rights and fulfilling your responsibilities are important steps in supporting your child on his or her educational journey. This book offers an overview of special education in Minnesota. (2011 edition - 40 pages)

Call to Order
Communication in the special education process

IEP meetings and other school meetings are crucial parts of a child's educational program. A parent's responsibility extends beyond giving consent and accepting explanations. Asking questions, bringing up issues to discuss, gathering information, and clarifying points are all part of the parent's role.

Effective communication is two-way, generating understanding and support the professionals and the parents need to make effective decisions about the child's educational program.

The key to effective communication is preparation and willingness to be actively involved in planning the child's educational program. To foster meaningful communication, the parent can:

Make sure the focus stays on the child.

Be prepared by knowing in advance the important points to discuss and questions to ask. Then write down the points and questions and check them off as they are addressed.

Listen. Listening helps gather information about the child and understanding of other viewpoints.

State issues clearly. It is important to communicate in a honest and clear manner.

Ask questions. Asking questions can be an effective way of clarifying a point and keeping the line of communication open.

Direct comments and questions to the person who can best address or answer them.

Restate concerns if not heard the first time.

Be confident. A parent never has to feel guilty or embarrassed asking questions or assertively pursuing the appropriate services for the child. That is their role and their right.

Work together. Neither the parent nor the professionals have all the answers. Working together as a team encourages finding solutions. Everyone at the meeting has the same goal - to provide an appropriate educational program for the child.

Resources

High Expectations
This book helps parents who have just learned their child has a disability to maintain high expectations for the child's future while challenging the low expectations of others. Call to order.

Working Together: A Parent's Guide to Parent and Professional Partnership and Communication Within Special Education
This book helps parents effectively communicate with special education professionals as they develop their child's educational program. Call to order.

Resolving differences with the school

Most participants want IEP meetings to result in mutual agreement about an appropriate educational program for the child. However, this doesn't always happen. The parent can:

Discuss concerns with the child's IEP case manager

Request another IEP meeting to discuss specific issues and concerns

Explore other school programs or placements if necessary

Consider requesting a conciliation conference, mediation, or an alternate form of dispute resolution

If the above methods don't work and the situation is appropriate, consider initiating due process procedures

It if appears that the school is not complying with special education laws, consider filing a complaint with the state's Division of Compliance and Assistance.

For information about the dispute resolution methods mentioned above visit our Dispute Resolution Section or contact PACER Center.

Tips on resolving conflicts:

Put requests in writing and ask for a written response

Keep written records of communication with the school

Clarify issues and priorities related to points of agreement and disagreement

Define possible solutions

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Understanding the Special Education Process

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An overview of the special education process. It is not designed to show all steps or the specific details. It shows what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP).

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

Getting Started

Whether low-tech, high-tech, or somewhere in between, assistive technology and related services play an important role in reducing barriers to learning for students with a variety of special needs and challenges. Before exploring the resources below, watch VideoAmy's " Five-Minute Film Festival: The Power of Assistive Technology," to better understand how technology can empower kids and help them build independence.

For Educators

Assistive Technology Module: To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University)

Assistive Technology: Find general information on assistive technology and accessible educational materials, including relevant federal laws. Assistive Technology Resources is a comprehensive list of national organizations, conferences, state resources, and transition resources. (National Center on Accessible Educational Materials)

AEM Navigator: Explore a decision-making tool -- designed for use by Individualized Education Program teams -- that can help determine the need, selection, acquisition, and use of accessible educational materials. (National Center on Accessible Educational Materials)

For Parents

Finding Assistive Technology

Explore the following websites for information about specific technologies and guidance on finding appropriate tools.

For Educators

TechMatrix: Search a database of over 400 assistive and educational technology tools and resources. The products are searchable by content area, grade level, IDEA disability category, and type of instructional support. (U.S Department of Education/American Institutes for Research)

Consumer Guide for School Administrators: Download TechMatrix's useful consumer guide for guidance on technology purchases. Also available are research articles on the theory and practice of using technology to improve student learning. (National Center for Technology Innovation and the Center for Implementing Technology in Education)

For Parents

Tips and Tools

Social-Emotional Apps for Special Ed: Find apps to help students of all ages build emotional literacy, learn self-regulation, and focus on problem solving and task planning. (Edutopia, 2015)

Apps to Support Diverse Learners in the Classroom: Find apps to help diverse learners gamify tasks, learn social cues, prioritize, strengthen math skills, and sharpen language abilities. (Edutopia, 2015)

It's a Snap! 4 Ways to Use Music With Special Needs Students: Discover ways to supplement visuals with music, teach through students' favorite songs, emphasize rhythm, and generalize lessons into non-musical settings. (Edutopia, 2014)

Creating a "Least Restrictive Environment" with Mobile Devices: See how mobile devices can help create a "least restrictive environment," not only for students with disabilities, but for everyone else as well. (Edutopia, 2013)

Dictation Technology Will Change Writing Instruction: Consider this thoughtful examination of how dictation technology is likely to change the future of writing instruction. (Edutopia, 2013)

Resources to Address Specific Challenges

Universal Design for Learning (UDL)

What is UDL?: Understand the basics of universal design for learning. (National Center of Universal Design for Learning)

UDL and Technology: Read about the relationship between UDL and technology. UDL strategies do not replace the need for AT, but UDL and AT can be complementary. (National Center of Universal Design for Learning)

Universal Design for Learning: What It Is and How It Works: Explore key takeaways for parents, including information about advocating for children. (Understood.org)

Was this page helpful? Are you familiar with other useful resources? Please share your feedback in the comments, and let us know if you'd like to see other types of resources included on this page.

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

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High-incidence disabilities are placed full-time into general education classrooms with support from special education teachers.

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Family Engagement is Important

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

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

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

Know

Families of Young Children with Special Needs

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

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

Working with Families of Children with Special Needs

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

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

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

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

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

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

Facilitating collaboration between families and professionals

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

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

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

Encouraging family-to-family support and networking

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

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

See

Video not available
Watch this video to learn about addressing the needs of families who have children with special needs.

Do

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

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

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

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

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

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

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

If disagreements or miscommunication arise, consider the following:

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

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

Avoid making judgments of families and their children.

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

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

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

Video not available
Watch this video to hear a family of a child with special needs share their school experience.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Create a list of resources to support children with disabilities

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

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Working With Families of Children With Special Needs

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

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Assistive Technology with Kennedy Krieger Institute

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Professionals from the disciplines of speech language pathology (SLP) and occupational therapy (OT) collaborate to help patients with a variety of communication, learning, and mobility needs communicate and build independence.

The first step in the clinic is an evaluation of each individual to determine which form of technology will best meet their specific needs. These assessments often address communication, power mobility, computer access, phone access, and environmental control needs.

Communication Challenges:

When an individual has a communication disorder, Augmentative and Alternative Communication (AAC) strategies may assist with improving communication. AAC strategies range from low-tech solutions like picture communication boards to high-tech communication systems with speech output and a variety of access methods. Access methods may include use of switch scanning, a head mouse, or eye gaze. The Assistive Technology Clinic has a variety of AAC devices to trial during evaluations. Our skilled SLPs are experts at matching individuals' communicative needs with current technologies and vocabulary options.

Mobility Options:

Occupational therapists with expertise in mobility solutions will complete a seating and power mobility evaluation. Our professionals are experts in finding solutions for individualsof all ages that best fits their needs. We offer a team approach by working with wheelchair vendors to make recommendations. Additionally, we will work to fit the wheelchair and seating system upon delivery to ensure that the equipment provided works as needed. Our staff matches and customizes devices for individual clients' unique abilities, needs, and methods of access.

Computer and Phone Access:

Individuals with motor and visual motor impairments often need help to improve their independence when accessing computers and smartphones. Additionally, individuals with learning disabilities may need computer-based accommodations for reading, writing, organization, and memory. Computer access, phone access, and learning technologies could include:

Adaptive keyboards and mice

Touch screens

Voice commands

Switch scanning

Text to speech

Apps for memory and organization

Environmental Controls:

Our experts identify the best-suited technology so the client can live more independently. Some examples include: controls for lights, televisions and phones.

Primary Goals:

Kennedy Krieger's Assistive Technology Clinic is dedicated to the notion that through the use of technology, individuals with disabilities can greatly improve their independence and ability to communicate, to access computers, and to move through the world. The Assistive Technology Clinic offers the following services:

Augmentative and Alternative Communication evaluations

Power Mobility evaluations

Computer and phone access evaluations

Environmental Control access evaluations

Programming of assistive technology equipment

Training for clients and their caregivers on use of recommended assistive technology equipment

Success Story:

Ryan first came to the Assistive Technology Clinic at age 13. He has spastic quadriplegic cerebral palsy, a bilateral hearing impairment, and severe dysarthria of speech, a condition that left him unable to communicate verbally. After completing an in-depth assistive technology team evaluation with a speech language pathologist and an occupational therapist, the clinic team recommended that Ryan receive a dynamic augmentative and alternative communication (AAC) device with alternative access methods that included the use of a keyguard and head-pointer. After trying out several power chair driving components, the occupational therapist recommended a power wheelchair, controllable with a combination of head and foot switches. The clinic assisted in funding this equipment through Ryan's insurance company.

When the equipment arrived, the speech-language pathologist loaded a customized vocabulary on Ryan's new AAC device. Ryan quickly learned the locations of words in order to produce phrases; and attempted to say words out loud that he wanted added to his device. The occupational therapist made a custom head pointer for use with a keyguard, to improve Ryan's accuracy in pointing and adjusted Ryan's power wheelchair control system to ensure that he could drive the chair independently around corners and through tight spaces, using both the head array and foot control switches.

Ryan is now 32-years-old and is using his fourth AAC device with a customized version of WordPower 100. He is a self-described tech geek. He lives in a supported apartment and enjoys watching movies, sending emails, spending time with friends, and participating in social media. Ryan especially enjoys sending text messages and participating in video calls to stay connected to his family and friends through his AAC device. As an adult, Ryan relies even more heavily on use of assistive technology to maximize his independence. He continues to come to the AT clinic at Kennedy Krieger periodically for his power mobility and communication needs. During his follow up visits, clinic specialists assist Ryan with programming his AAC device, provide updates and modifications to his AAC and power mobility equipment, and help him to be more independent when accessing his cell phone, computer, and environmental controls.

Assistive technology has increased Ryan's independence and opened a world of connectivity for him.

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Professionals from the disciplines of speech language pathology (SLP) and occupational therapy (OT) collaborate to help patients with a variety of communication, learning, and mobility needs communicate and build independence. The first step in the clinic is an evaluation of each individual to determine which form of technology will best meet their specific needs.

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Support and connect with your students families

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

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

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

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

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

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

Provide a summary or an agenda ahead of time

Create an IEP draft that includes goals that the family values

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

Arrange seating so that all parties have equal status

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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What concerns do parents have?

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Understanding the Concerns of Parents of Students with Disabilities: Challenges and Roles for School Counselors

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Professional school counselors can be more effective in their work with parents of students with disabilities - as well as with the students themselves, their teachers, and other students - if they understand parent perspectives. Parents' areas of concern are described, and implications for school counselors are discussed.

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How to Teach Social Skills

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Seating students together is not enough to ensure teamwork. Many kids have very little idea how to interact appropriately with their classmates. They simply lack the social skills needed to perform the most basic cooperative learning tasks. Lack of social skills is probably the biggest factor contributing to lack of academic success in teams. Fortunately, social skills can be taught just like academic skills. If you use a systematic approach like the one described below, you'll find that your students CAN learn how to interact appropriately and become productive team members.

Listen to the Podcast: How to Teach Social Skills for Working Together
For more information about how to teach social skills, listen to Episode 7 of my Inspired Teaching Made Easy podcast below.

Six Step Process for Teaching Social Skills

1. Discuss the Need for Social Skills
Before you can help students improve their social skills, they need to understand why these skills are important. You might begin by asking your students to think about problems they may have experienced when working in groups, such as team members not listening to each other or not taking turns. Explain that most of these problems are caused by poor "social skills," sometimes known as "people skills." You might even mention that sometimes adults need to work on their social skills, too! Brainstorm a list of social skills that might make it easier for students to work together in teams. If they can't think of any social skills for working together, share some of the suggestions from the list below.

2. Select a Social Skill
Even though your students may need to work on several different social skills, it's best to focus on just one skill at a time. You can start with the skill you feel is most important, or you can let your class decide which skill they need to work on at a given time. I like to start with "Praising," which might also be stated as "Showing Appreciation," because when kids master this skill, all of the other skills are easier to learn.

3. Teach the Social Skill
Step 3 is to teach the skill explicitly so that your students know exactly what to do and what to say in order to master the social skill. For this part of the lesson, you can use the Working Together Skills T-chart below by projecting it on a whiteboard or drawing it on anchor chart paper.

Write the name of the social skill in the box at the top of the Working Together Skills chart. Then ask your students to help you brainstorm what they might do and what they might say when demonstrating the social skill. Write what they might DO under the Looks Like heading because this is what the skill looks like when it is demonstrated. Write the words they might SAY under the Sounds Like heading because this is what the skill might sound like to someone who is observing the activity.

Examples for the social skill of Praising:
Looks Like: Thumbs up, Clapping, Smiling
Sounds Like: Terrific! I knew you could do it! Way to go! I like the way you...

4. Practice the Skill
After you complete the Working Together Skills chart with your students, it's important to have them practice the skill right away by participating in a structured cooperative learning activity. For example, if you taught Active Listening as the social skill, you might follow up with a team discussion activity in which students take turns answering questions or sharing ideas around the team. Here a a few suggestions for cooperative learning structures you can use to practice specific social skills:
Social Skills and Cooperative Learning Structures

Active Listening

Roundrobin, Think-Pair-Share, Mix-Freeze-Pair

Praising

Rallytable, Roundtable, Pairs Check, Showdown

Taking Turns

Rallytable, Pairs Check, Roundtable

Using Quiet Voices

Think-Pair-Share, Numbered Heads Together, Showdown

Staying on Task

Rallytable, Roundtable, Pairs Check, Showdown, Mix-N-Match

Helping or Coaching

Rallytable, Pairs Check, Showdown, Mix-N-Match

Using Names

Mix-N-Match, Mix-Freeze-Pair, Showdown

* For more information about these cooperative learning structures, check out Dr. Spencer Kagan's book, Cooperative Learning.

5. Pause and Reflect
Sometime during the practice activity, use an attention signal to stop the class. Ask them to think about how they've been using the social skill. If you have observed teams or individuals doing a good job with the skill, share your observations with the class. Challenge students to continue to work on their use of the social skill as they complete the activity. Refer to your Working Together Skills T-chart if students have forgotten what the skill Looks Like and Sounds Like.

6. Review and Reflect
At the end of the activity, reflect again on how well the social skills were used. Take a few minutes to discuss the positive interactions that were happening, and aspects of the social skill that still need work. This is a also a perfect opportunity for personal journal writing and reflections. Consider these writing prompts:

How well was the social skill being used on your team? What specific examples do you remember?

How did you personally use the social skill? What did you do and/or say? To whom?

How might you improve in using this skill next time?

By the way, it's not necessary to follow all six steps every time you teach a new social skill. The most important elements are explicitly teaching of the skill and immediately following the instruction with a cooperative activity to practice the skill. The reflection steps are important and should be included as often as possible, too.

Modification for Younger Students
Younger students or special needs students could benefit from watching an excellent video created by Model Me Kids called Time for School. This video shows students exactly how to perform specific social skills. Even if you don't use the video with your students, you might be interested in viewing it yourself to see how social skills can be broken down into steps and taught. If the video is appropriate for your students, they could watch it before completing the Working Together Skills chart above.

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How to Teach Social Skills, Step by Step

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Seating students together is not enough to ensure teamwork. Many kids have very little idea how to interact appropriately with their classmates. They simply lack the social skills needed to perform the most basic cooperative learning tasks.

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The Pathway 2 Success

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Social skills are a critical element to helping kids succeed socially, emotionally, personally, and even academically. These are the skills are the behaviors that help kids join in conversations, collaborate with peers, develop lasting friendships, self-advocate when they need help, and so much more. It would be ideal if all learners walked into classrooms equipped with strong social skills ready for success. The truth is, though, that kids are kids; they are still developing, learning, growing, and trying to make sense of the social world around them. As adults, the biggest impact we can have to help kids learn social skills is to teach them.

Quite often, I get asked, "But doesn't everyone need social skills? Why do you target kids specifically?" To me, the answer is obvious. If we teach kids and young adults these social skills from an early age, they will have the foundations they need as adults. So, when kids need social skills, let's teach them!

To help highlight how important these social skill are, I created a complete set of Social Skills Visuals. You can use them as a bulletin board, post them as reminders all around, or use the pages to highlight a few skills each week. And if you're looking for even more ways to teach social skills, feel free to check out my social skills activities for elementary and social skills lessons for older kids.

Here are 12 basic social skills and strategies for teaching them:

Following Directions. This is having the ability to listen, understand expectations, and follow through in a timely manner. Learners need to learn how to follow directions to help them complete tasks, whether it is an assignment in class or instructions from a future boss.
Strategies to teach following directions:

Play games for following directions, like Simon Says and Freeze.

Practice giving both verbal and visual directions.

Teach and practice how to read directions BEFORE starting an assignment.

Have learners highlight or underline directions on assignments before starting.

Have learners make a checklist for following directions for any task (like making a peanut butter and jelly sandwich) to help them see why directions should be clear and followed well.

Using Manners. Our manners are the courteous behaviors to we to show we are kind and respectful. All kids need to understand manners so they can be socially appropriate in a variety of settings, such as a restaurant, at the library, or even answering the phone.
Strategies to teach using manners:

Post visuals of "manner words," such as please, thank you, and you're welcome as reminders.

Make it a habit to model and say these words with students and colleagues.

Explicitly teach about manners and discuss what manners we use in different settings.

Having a Positive Attitude. A positive attitude is the first step to having a growth mindset. By having a positive attitude, kids can learn to be more optimistic and see the bright side of things.
Strategies to teach having a positive attitude:

Model having a positive attitude, even when things don't go as planned (ex: "I was really looking forward to outdoor recess today, but now I am excited to play some chess instead!").

Practice and discuss positive self-talk.

Read picture books about a positive attitude: Ish by Peter H. Reynolds and Because Amelia Smiled by David Ezra Stein.

Working with Others. All learners need skills to positively work with others by listening, collaborating, helping, and doing their fair share.
Strategies to teach working with others:

Explicitly teach skills for working well with others.

Make a list of "group ground rules" for how to work successfully with others (listening to each other, staying with the group, staying positive, etc.).

Give lots of practice in partners and small groups.

Make sure students are frequently working with different people.

Sometimes give learners the chance to pick their partners, while assigning students at other times.

Keep a list of sentence starters kids can use in groups to collaborate such as, "I really like how you..." and "Can we try..."

Good Hygiene. Proper self-care means keeping yourself well-groomed and neat. This is an important skill because not only is it about being clean, but it helps everyone make a positive first impression.
Strategies to teach good hygiene:

Talk about what good hygiene means, such as washing hands and showering/bathing daily.

Give reminders for hygiene, depending on age level.

Talk to the school counselor or social worker about coming in for a lesson on hygiene.

Using Polite Words. Using kind and polite words is just another way to spread kindness to others. Sometimes, I call this "using kind words only."
Strategies to teach using polite words:

Teach about kindness and why it matters.

Discuss polite and kind words.

Teach about using a social filter, including thinking about how our words impact others.

Taking Turns. Learning to turn-take involves alternating between two or more people. This is an important skill to show courtesy and respect during conversations and other activities.
Strategies to teach taking turns:

Explain what it means to take turns and discuss scenarios, such as in sports, conversations, games, and more.

Practice turn-taking with board games.

Practice turn-taking with conversations (whole class and small groups).

Have students hold a special tangible (a ball or stuffed animal) when it is their turn to talk.

Greetings. Welcoming others and making them feel valued is an important social skill. By teaching kids and young adults how to properly greet others, it can help create a positive community for all. This is also an important lifelong social skill for the workplace and beyond..
Strategies to teach greetings:

Model greetings each morning with each student as they walk in.

Teach different greeting and allow students to choose how to greet each other.

Start the day with a morning meeting and a greeting.

Waiting and Having Patience. Developing patience is a critical skill during times when we have to wait. Kid and young adults might have to wait in line at the pencil sharpener or wait for their turn to speak in a group, just to name a few. By having patience, they show that they are courteous and respectful to all.
Strategies to teach waiting and showing patience:

Teach strategies for what to do when waiting (doing something else, using positive self-talk, etc.).

Discuss scenarios when kids have to wait and discuss how they can handle it.

Read picture books about patience: Waiting by Kevin Henkes and Are We There Yet? by Dan Santat.

Use social scripts to help teach skills for how to wait in social situations.

Being a Good Sport. Learning to be a good sport can help kids and young adults be respectful when they engage in games and activities. It can also help them positively cope with losing by focusing on having fun instead of winning.
Strategies to teach being a good sport:

Teach and discuss expectations for being a good sport.

Focus on having fun, playing, and learning rather than winning.

Give reminders about being a good sport before activities.

Use social scripts to remind about being a good sport before activities.

Practice being a good sport during games (anything from board games to outdoor sports during recess).

Practice and discuss having a growth mindset to help when students lose.

Listening to Others. Skills for listening are critical to building positive relationships with others. Kids and young adults should learn how to focus their attention to others, put away distractions, and really think about what someone else is saying.
Strategies to teach listening to others:

Start the day with a morning meeting and give time to share thoughts.

Teach the basics for listening: making eye contact, putting distractions away, thinking about what someone is saying.

Give discussion time in your content area subjects.

Practice listening with discussion times.

Teach students how to summarize what they heard: "So what I heard you say is that...".

Understanding Personal Space. Having a good understanding of personal space helps everyone feel more comfortable in social situations. It also gives way to teaching that consent is needed to be in someone else's personal space.
Strategies to teach personal space:

Teach students that they have an invisible bubble around them called their personal space. Explain why having personal space is important.

Teach and discuss expected behaviors with personal space such as standing an arm's length away while talking and keeping hands to self.

Act out what personal space looks like in different scenarios.

Teach students how to ask permission if they would like to give a friend a hug.

Read picture books about personal space: Personal Space Camp by Julia Cook.

If you have more suggestions or ideas for teaching these skills, feel free to share! I would love to add to the list. Be sure to also check out all of my social skills resources to get started teaching these important skills right away!

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Social skills are a critical element to helping kids succeed socially, emotionally, personally, and even academically. These are the skills are the behaviors that help kids join in conversations, collaborate with peers, develop lasting friendships, self-advocate when they need help, and so much more

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Specific Learning Disabilities

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Strategy Instruction

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Strategy instruction is a teaching practice that shows students how to learn the content or skills they need to acquire. It provides students with clear strategies (such as note-taking or thinking aloud) to help them process, remember, and express the information they learn.

Think back to the last time you made a checklist for yourself, took organized notes during a meeting, or made up a mnemonic to memorize important information. Whether you knew it or not, you were using cognitive and metacognitive strategies. Those same strategies can help students become independent learners.

Strategy instruction is all about teaching students how to learn. They need strategies that help them acquire information (like how to ask questions), remember information (like note-taking), and express information (like creating an outline).

In other words, you teach students the what of your content-area curriculum-math facts, grammar rules, and so on. Strategy instruction is how students learn, remember, and use that information. These are strategies that students can use throughout their lives.

Of course, students don't just magically acquire these strategies. They must be explicitly taught. You can do this by explaining the strategy, modeling the steps in the correct sequence, and then allowing students to practice. This kind of explicit instruction is especially important for students who learn and think differently. But it can also help all students be effective, flexible, self-reflective learners.

Why Use Strategy Instruction?

Strategy instruction is a powerful, lifelong tool that boosts students' cognitive and metacognitive abilities. It also boosts their confidence as learners. Here are some reasons why you might want to try it in your classroom.

It can help English language learners (ELLs) learn content. English language learners face the challenge of learning content and language at the same time. Strategic instruction can help them access, organize, and synthesize new information, freeing up space in the brain to learn content in the new language.

Sign up to receive tools and tips that can support your students on their journeys.

Strategy instruction can help students learn important social-emotional skills. Just as you can teach content-area strategies, you can also teach social strategies such as listening and interpreting nonverbal signals.

There are two main types of strategies you can teach students: cognitive and metacognitive. Cognitive strategies are the tools students can use to acquire, remember, and express information, such as note-taking, mnemonics, or using a checklist. Metacognitive strategies are tools students can use to "think about their thinking," or understand the way they learn. These tools can vary from self-assessments to self-regulation techniques.

Students use cognitive strategies to reach a learning outcome, such as how to solve an addition problem. They use metacognitive strategies to determine how to approach a learning goal, if they were successful in reaching it, and what they did to make that happen. Students typically use metacognitive strategies before or after a cognitive strategy.

What it is
Helps students reach a learning outcome (like how to add)

Helps students to think about their thinking

Examples

Organization, like teaching students how to use an academic planner

Note-taking and study skills, like creating outlines and making drawings of the content

Advanced thinking, like organizing information sequentially or finding the cause and effect

SEL skills, like the active listening strategy called SLANT

Self-assessments, like reflecting on what they've learned

Self-instruction, like thinking aloud or modeling a process

Self-monitoring, like using a rubric to self-access whether they have completed all the expectations of the assignment

Strategies in the content areas

Reading: Determining the main idea and supporting details

Writing: Developing and organizing an outline in response to a prompt

Math: Using tools like a fraction number line

Science: Using a mnemonic to remember the order of the planets

Reading: Self-monitoring by asking, "Did I understand what I just read?"

Writing: Self-editing using a checklist

Math: Thinking aloud while doing a math problem with a peer

Science: Self-reflecting on what they learned during a lab and what is still unclear

How Do I Put Strategy Instruction Into Practice?

Using strategy instruction in your classroom requires some planning. Whether you're focused on helping your students use cognitive strategies, metacognitive strategies, or both, there are five main components to putting them into practice.

3. Explicitly and sequentially model the strategy. Introduce the strategy to students and briefly describe its specific steps. Explain why it can help them so that they're motivated to learn the strategy. Then, model each step using explicit instruction.

As you model, name, and explain each step, do a think-aloud of what's going through your mind. For students who learn and think differently, it's helpful to break the strategy into parts and practice each part separately. This reduces the likelihood of overwhelming students.

Universal Design for Learning (UDL) note: Model the strategy using multiple forms of representation, like creating a visual to go along with your think-aloud. Make sure to also invite students to express their understanding of the strategy in varied ways, like doing a call-and-response chant, creating a song, or drawing their own visual.

For instance, you might extend your mnemonics strategy to science and ask students to come up with their own sentence to memorize the order of the planets. As they practice, provide quick feedback that is specific, positive, and corrective to help students become fluent with the strategy. You can also ask students to reflect on and assess their use of the strategy.

Actively encourage students to use the strategies for various activities and assignments. That way, you'll help them transfer the strategy in different learning and life situations.

What Does Strategy Instruction Look Like in Action?

Watch this video of a student using a self-monitoring strategy he learned. Think about these guiding questions as you watch:

What tool is he using to self-monitor?

What do you notice about the tool?

What steps do you think his teacher took to explicitly teach this strategy?

There are many ways families can support strategy instruction at home-even if they don't use the technical term "strategy instruction." You can suggest different ideas at parent-teacher conferences or by email or phone call.

Create a homework editing checklist for their child to reference. For example, you can send home a COPS checklist ( Capitalize, Organize, Punctuate, S pellcheck) to remind students to review their finished homework.

Use dinner conversations to ask them about what they're learning, what's going well, what's more difficult, what strategies help them with their learning, and what they do when they get stuck. These kinds of conversations help children think about their thinking.

Post reminders of important mnemonics or acronyms in the place where they do their homework.

Help their child set up organizational routines, like using a backpack checklist to make sure they have everything they need for school.

Now that you know the basics of strategy instruction, try it out with your students to help them become more independent learners.

About the Author

About the Author

Kyle Redford, MA has been an educator for more than 30 years. She writes extensively about teaching and learning.

Reviewed by

Reviewed by

Donald Deshler, PhD is a professor in the school of education. He is the former director of the University of Kansas Center for Research on Learning (KUCRL).

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Strategy Instruction: What You Need to Know

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Strategy instruction is a teaching practice that shows students how to learn the content or skills they need to acquire. It provides students with clear strategies (such as note-taking or thinking aloud) to help them process, remember, and express the information they learn.

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Powerful Learning

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Assessment in Golden Hills is comprised of a balance between summative and formative measures and tools. Use of descriptive feedback, clear targets and exemplars are integral to the assessment process in Golden Hills. Grading occurs within the context of sound assessment practices in order to achieve accuracy in reporting student understanding of the curricular outcome. Assessments need to assess what they say they will measure in order to be valid and reliable. Evidence of students learning is collected through a variety of methods including conversations, observations and products. The summative grade is then assigned and communicated using grading practices that align with the "Golden Hills School Divisions Seven Principles of Assessment". These practices serve to establish, sustain and grow student learning and confidence as well as accurately communicate what the students knows, understands and is able to do.

Summative Assessment (Assessment of Learning)

Summative assessment is defined as assessment designed to collect information about learning to make judgments about student performance and achievement at the end of a period of instruction to be shared outside of the classroom ( AAC).

Learning is an ongoing process and does not end because of a summative assessment. If your student has demonstrated that they have mastered the outcome then you can turn the summative assessment into a formative assessment based on the most recent evidence.

An assessment can be either summative or formative depending upon what you do with it. If the assessment is used to "sum up" or describe what the student knows or can do, then it is summative. If the assessment is used as part of learning and students incorporate the feedback to keep learning improve a task before marking, then it is formative.

Assessment as Learning

Assessment as Learning is the ongoing self-assessment by students in order to monitor their own learning. In Golden Hills we have included this idea within the AFL definition and within the metacognition section of this document.

Formative Assessment (Assessment for Learning)

Formative assessment that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learner outcomes. ( AAC)

Formative assessment can be seen as a process that relies on several measures over time. It is viewed as a process rather than a singular event (Bennett, 2011). Information collected through the use of formative assessment is used to further student learning (Ayala, 2005). Teachers create instruction based on evidence gathered through formative uses of assessment. These formative interactions are designed to encourage thought on the student's part (Black & William, 2009). Teachers use information from these interactions in order to make decisions surrounding the curriculum and the direction of learning. They determine whether to move forward, how to move forward and where to encourage student focus. This view focuses on the process of developing and changing instruction to match student needs.

Golden Hills has focused on improving student learning through developing teacher practice in attending to ongoing "minute-by-minute and day-to-day formative assessment" (William, 2011, p. 27). Formative assessment "encompasses all those activities undertaken by teachers and /or students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged" as cited in William, 2011. William states "An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction..." (William 2011, p. 43). In order for teacher and learners to determine next steps, it is imperative that teachers determine "where students are at in their learning, where they are going and how to get there". The AFL strategies implemented in Golden Hills help teachers to plan with clear goals linked to curriculum, as well as understand how to provide extensive descriptive feedback during the learning. Hattie (2009) identified in his meta-analysis research that "feedback" is ranked as having a high impact on student learning.

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Strategic Instruction - Powerful Learning

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Assessment in Golden Hills is comprised of a balance between summative and formative measures and tools. Use of descriptive feedback, clear targets and exemplars are integral to the assessment process in Golden Hills. Grading occurs within the context of sound assessment practices in order to achieve accuracy in reporting student understanding of the curricular outcome.

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UDL in your classroom

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7 Universal Design for Learning Examples and Strategies for the Classroom

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While UDL is a common phrase in many schools today, it can be difficult to practically implement in the classroom. To help with this, I’ve put together a list of 7 ideas to make introducing Universal Design for Learning into the classroom just a bit easier.

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Why UDL?

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This post was originally published in the October 2018 issue of the Education Today Magazine.

The way people learn is as unique as cats' noses. In case you wonder, there are no two cat muzzles exactly the same. So even though students in a classroom may look alike, they each have a unique combination of background, strengths, needs and interests that affect their learning outcomes.

Since classrooms are so diverse, curricula need to meet this diversity. However, most often than not, teachers need to meet the same curriculum goals for all their students. These two terms, "the same" and "diverse", when considered in the same setting inevitably mean obstacles to surmount and challenges to overcome.

Universal Design for Learning (UDL) is thought to be the solution to the above problem.

Why Universal Design for Learning in the classroom matters

In a traditional classroom setting, when a student has a hard time getting the expected learning outcomes they also often take the blame for their poor results. Maybe they didn't study enough, they didn't pay attention to class when the teacher explained a key concept, maybe they are just lazy and uninterested in their own educational journey.

Only recently have people considered the fact that the curriculum (instead of the student) might play a significant role in the unsatisfactory results. Every classroom is made up of a very diverse group of individuals, yet the curriculum is the same for everyone. Maybe, if we designed the curriculum to be more flexible and adaptable to meet the diverse needs of students, the learning outcomes will improve for most.

This is the basic idea of Universal Design for Learning, advanced by the people of CAST (Center for Applied Special Technology), a nonprofit education research and development organization that works to expand learning opportunities for all individuals through UDL. According to them, Universal Design for Learning is rooted in the learning sciences - including neuropsychology, human development, and education research.

There are three basic principles to UDL, and before we go on to the part about how to apply it in the classroom, these principles need to be highlighted. Each corresponds to a different part of the human brain that is involved in the learning process and each affects a student's learning outcomes in its unique way.

1. UDL provides multiple means of representation. This answers the WHAT of learning. Teachers should therefore present information and learning content in more than one way. There are multiple options for customizing instructional delivery, from offering alternatives for auditory or visual information to guiding information processing and manipulation. This diversity in how students get new information helps them be resourceful, knowledgeable learners.

2. UDL provides multiple means of action and expression. This answers the HOW of learning. Some students enjoy being in the center of attention and present slides of something they learned. Others prefer the more traditional way of writing an essay on what they learned, yet others might be very happy to create a physical model of a new concept they got to master. By being able to demonstrate their learning through more than one standard way, students become more strategic, and goal-directed learners.

3. UDL provides multiple means of engagement. This answers the WHY of learning. Motivation is a crucial factor determining the success of the learning process. Every lesson must spark an interest in students' minds and teachers need to identify the best way to achieve this, whether by providing options for sustaining effort or self-regulation to insuring a greater degree of student agency and individual choice.This will help students become more purposeful in their learning process and more motivated.

Now that the theoretical part of universal design for learning is clear, let's move on the foggy one: implementing it. There is no one best way to put UDL into practice; how could it be when the students in a classroom are so diverse?

Things to consider when applying UDL in the classroom

The comprehensiveness of the universal design framework can overwhelm even the most ambitious educators. The educational system tends to favor the one-size-fits-all instead of options over options of delivering instructions, assessing students and keeping them motivated.

Schools and teachers who seek to create learning environments that are inclusive for all must embrace change and prepare for a long and bumpy journey. The UDL framework is complex and there might be the need to introduce individual components of it over time. After all, change is a process, not an event.

The first step in implementing universal design for learning in the classroom is to carefully assess the current situation. One needs to establish exactly where is Starting Point A if they are to plan the journey to Desired Point B. This analysis of the current classroom, school, or even district will determine the goals, pinpoint the priorities and offer a clear idea of where to start and what to look for.

Here are a few aspects to consider when implementing UDL in the classroom. Some require a budget and a mixture of resources, others are simple changes with immediate effect. But no matter the details, universal design for learning boils down to offering more options and choosing the one that works best in a particular setting.

Ensuring the flexibility of the physical learning environment

In a UDL classroom there must be flexible work spaces for students. Different learning activities require different settings. Group activities are great, but individual work must happen as well. So the classroom should include spaces for group instruction, small and large group work and also for quiet individual work. Desks on wheels that can be rearranged for different purposes, bookshelves that store classroom supplies and separate the rest of the room from the quiet area, or a table for building mock-ups are all examples of great flexible furniture.

Establish clear learning goals with students

Having options is great but at the end of the day (actually at the end of the school year) the same curriculum goals must be met by all students. UDL allows the journey to that goal to correspond to students' individual needs, and establish smaller and more personalized goals along the way. But the end result still must be the same. When students know what they're working to achieve and have a degree of choice on how to do it they'll be more motivated to reach those goals. That's why goals are always made apparent in a UDL classroom.

Determine the types of content that best support their learning

If students can't access information, they can't learn it. There are many types of disabilities that students suffer from, or they just thrive on one type of content and struggle with another. In a UDL classroom, all learning content must be accessible for all types of learners. For example, students should have various options for reading, including print, digital, text-to-speech and audiobooks; they should be able to select text enlargement if necessary, or set the screen color and contrast. All video content should have captions, and audio files transcripts.

Read more: How to create accessible e-learning design

Consider together all the assessment types

In a UDL classroom there are always more than one way for students to demonstrate what they learned and prove their mastery of new concepts. An essay or a worksheet can do the trick. But so does being able to create a video about the most important part of a lesson. Green screens are not just for professional actors anymore. Or a podcast. They could even be allowed to draw a comic strip. As long as students meet the above mentioned learning goals they should be allowed to complete various types of assignments.

Agree on the purpose of feedback and grades

In a traditional classroom the main scope of grades is to measure performance and they are the most palpable form of feedback. A good grade equals a good student, while a bad one does not. But students' progress should be based solely on how they perform in a few and fixed intervals of time. With UDL students get feedback as often as they need it, so they are able to continue their learning journey in the same direction or make adjustments if they somehow fall off tracks. They are encouraged to react on the choices they made in class and whether they met the goals. If they didn't meet the goals, they're encouraged to think about what might have helped them do so. And most importantly, grades are regarded as tools to reinforce those goals.

Consider the supporting edtech tools

UDL would not be possible without technology. A UDL classroom is a techy one. Edtech tools come in incredible numbers and there's always something new, something better, something that promises to change the educational world. It's up for every educator to decide which one is which. Using a learning management system with adaptive learning features, personalized learning paths and a generous amount of assessment types is a start. But there are plenty of other tools and websites that can support universal design for learning. The team at BTSC have created this comprehensive list, so do check it out.

Closing thoughts

Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It promotes having options to more aspects of learning, from how instruction is delivered, to how students can demonstrate their learning, to various ways of nurturing interest and motivation in every learning activity. UDL can be very helpful for students with learning and attention issues, but most of all, it minimizes barriers and maximizes learning for all students. Because when we design for disability, we all benefit.

In the end I encourage you to spend exactly 13 minutes and 18 seconds to watch this inspiring TED Talk. It'll be worth your while:

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How to apply the Universal Design for Learning in the classroom | NEO BLOG

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This post was originally published in the October 2018 issue of the Education Today Magazine. The way people learn is as unique as cats' noses. In case you wonder, there are no two cat muzzles exactly the same.

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Tips, Tricks, and Tools for UDL

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Would you want to be a learner in your classroom? That's not a trick question-think about it. Perhaps some of the activities and lessons wouldn't resonate if you were sitting behind a desk listening to them yourself. This may be especially true in classrooms where material is presented in a one-size-fits-all format. After all, the more options students are given to complete assignments, the more likely it is they'll find one that interests them.

Such an approach is nothing new. Many educators know it as the building blocks behind Universal Design for Learning, or UDL. Developed by CAST, UDL is comprised of three guiding principles that seek to increase engagement and accessibility: Providing learners with multiple means of engagement; representation; and action and expression.

What does that mean: engagement, representation and action and expression? First, engagement looks at ways the learner regulates their learning while sustaining interest, effort and motivation. Representation is focused on how the information is presented to the learner, in order to to promote understanding. Finally, action and expression focuses on the ways the learner can demonstrate their mastery of the subject and respond to the activity.

UDL is not a special ed thing or even a general ed thing. It's just an ed thing. It is a way to connect every student to the learning experience, and a way at looking at learning that is fully inclusive and promotes success for all learners, regardless of ability.

According to educator and author Todd Rose (watch his TEDtalk The Myth of Average), everyone has a "jagged learning profile." That is, we have both strengths and weaknesses. Educators who employ UDL principles in their classroom are taking a proactive approach to learning and working to ensure that every learner has the opportunity to demonstrate their expertise and use their strengths to be successful. Every student can be an expert in something, and the UDL principles can help them show it.

That's because the ultimate goal of UDL is to develop expert learners, which CAST defines as "purposeful and motivated; resourceful and knowledgeable; and, strategic and goal directed."

Intrigued? Let's dig deeper into the three principles and discuss some real world classroom applications to lead to a more inclusive learning experience for all students.

Engagement

Let's start with engagement, or finding ways to motivate learners and promote persistence as they move through the learning activities. Getting students to help design the learning experience can also increase engagement-as can strategies that help them become more invested in what's being taught.

One tool that demonstrates this idea of engagement is Flipgrid. This free video response tool, recently acquired by Microsoft, allows students to respond to questions through video. Students who may not be comfortable participating in whole-group activities may be more inclined to participate via pre-recorded video. Students can also leave video comments for classmates and engage in deeper discussions.

It's not all high-tech tools, though. Some no-tech examples of engagement could include using sticky notes as an exit ticket to check for understanding, a daily reflection journal and classroom expectation checklists.

One important thing to remember about engagement is that it's OK for a learner to disengage during an activity. Think about it: you do that throughout your day, right? You stop an activity to check email or perform another task. The critical component here is fostering an environment that promotes re-engagement. How can I bring a learner back to the activity and provide support to facilitate success?

Representation

For many students who learn differently, their days are filed with worksheets and other print materials that they are unable to read. Why not provide some options beyond text to promote understanding?

Providing text in a digital format will increase opportunities for accessibility and flexibility for all learners. Apps like Seeing AI, Claro Scan Pen and Prizmo Go use the camera on your mobile device to take a picture of text and then read it aloud. (Check out this YouTube playlist to see how these tools look in action.)

How about providing an audio recording of the materials? Any audio recording app will work. Look around your school and find an old tape recorder. Make this a classroom job for students to read materials into the recorder and produce audio clips. I have worked in schools where volunteers have created audio materials for students to use. (Would you prefer to listen to this article read by the author? Follow this link to listen to the audio version of the article, which was recorded using Anchor. This free app/web tool can provide a platform for audio recording and podcasting.)

Low-to-no tech examples of representation include teachers posting infographics around the classroom that share important information and using a graphic novel instead of a text-heavy work of fiction. The pictures below show Moby Dick in two very different formats. Both share the same information but each format offers an opportunity to connect with different learners.

Want to create your own digital versions of print materials? One of the most powerful digital creation tools is Book Creator. Available as an iOS app or web-based tool (which works well on Chromebooks), educators or students can create engaging digital books that can feature text, pictures and embedded multimedia through the use of audio and video clips.

Other great tools include KWL charts (a form of graphic organizer), as well as visuals posted in the classroom for vocabulary and writing strategies and manipulatives for math equations.

Action & Expression

As we move into this last focus area of UDL, note that many of the tools and strategies mentioned above can also be used by students to provide options for action and expression. Students can use video as a response to an assignment instead of writing, create a comic strip using a tool like StoryboardThat to complete a writing task or produce an audio podcast. Presentations can be a powerful way for students to share their voice. From Pages to Google Slides to Microsoft Sway, there are plenty of edtech tools available in our classrooms to amplify student voice.

As with the other areas of UDL, technology is not necessary to provide options. Students can draw their own comic strip for a writing task or use a word wall (with words/pictures) to compile work.

These are just some examples of learning options the can be integrated into our learning environments to support all students. There are so many other options we can use to promote inclusive learning environments. Do you have an idea you used in your classroom? Share it via this Flipgrid. Like our students, we all get better when we share.

What are some immediate steps you can take to promote an inclusive UDL learning environment? Be intentional as you design learning experiences. Ask yourself: Am I providing options during this learning experience? You won't be able to infuse all areas of UDL into every lesson. That's OK. Start small. Find ways to infuse UDL into learning activities. Build on your successes. And keep moving in a positive direction and watch your students succeed.

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Tips, Tricks and Tools to Build Your Inclusive Classroom Through UDL - EdSurge News

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Would you want to be a learner in your classroom? That's not a trick question-think about it. Perhaps some of the activities and lessons wouldn't ...

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Tips for teachers about IEPs

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

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

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

Who Needs an IEP?

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

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

trouble mastering tasks or applying academic skills to other tasks

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

a lot of frustration with school and homework

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

needing ongoing, step-by-step guidance for tasks

poor grades despite a lot of effort

poor memory of spoken or written material

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

not being able to remember skills and facts over time

How Are Services Delivered?

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

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

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

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

How Are Students Evaluated?

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

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

a conference with parents

a conference with the student

observations of the student

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

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

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

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

Who's on the Team?

The professionals on the evaluation team can include:

classroom teachers

occupational therapist

physical therapist

psychologist

special educator

speech therapist

vision or hearing specialist

others, depending on the child's specific needs

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

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

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

How Is the IEP Developed?

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

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

What Does the IEP Include?

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

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

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

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

How Often Should the IEP Be Updated?

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

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

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

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

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Individualized Education Programs (IEPs): Tips for Teachers

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

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What is a Language Disorder?

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Eliza has struggled to understand and be understood since she was very young. In first grade, her teacher noticed she often had trouble following directions and rarely spoke during class. When Eliza did speak up, her sentences were hard to follow and frequently filled with "umms" as she searched for the words she wanted. She had no trouble pronouncing words, but putting together coherent sentences seemed to be a challenge. Her teacher recommended an evaluation by a speech-language pathologist, who diagnosed Eliza with a language disorder.

What are language disorders?
Source: Royal College of Speech & Language Therapists
Language disorders refer to a condition where a person has difficulties learning, using, and/or understanding spoken or written language. They fall under the larger umbrella of communication disorders but are distinctly different from speech disorders, like lisps or stuttering. Children with language disorders don't have difficulty pronouncing words or sounds themselves. Instead, they struggle to find the words they want and put them together in the correct order or have problems understanding what's being said to them.

Language disorders are broken into three types:

Receptive: People with receptive language disorder have problems understanding and processing what others say to them, despite having no hearing problems.

Expressive: Expressive language disorder causes problems with using words to express thoughts, although the person has no physical problems in pronouncing the words themselves.

Mixed Receptive-Expressive: Those with this form of language disorder have trouble with both expressing their thoughts in words and understanding what others say to them.

Language disorders can be acquired at any time during life, usually caused by brain injury or illness. For most children, though, language disorders are developmental. The exact causes of developmental language disorders are unknown, though heredity and prenatal nutrition deficiencies are both possible suspects. Children with language disorders may also have related conditions, like autism, dyslexia, ADHD, and mental health issues. They usually have average or above-average intelligence.

About five percent of children are believed to have language disorders. That means that in a classroom of 20 students, you're likely to have at least one who is affected. Early childhood and elementary educators are more likely to encounter undiagnosed language disorders. The condition is treatable but not curable, so teachers of all ages should know what these disorders look like and how to help.

What do language disorders look like?
Source: Boys Town National Research Hospital
Expressive language disorder is easier to identify than receptive. Parents usually notice when their child doesn't begin talking by the age of two. When the child does start talking, their vocabulary is usually much more limited than others their age. Their sentences may be garbled or lacking key words. By school age, expressive language disorder signs may include:

Using filler words like "um" or "stuff" frequently instead of more specific words

Having extreme difficulty learning and using new vocabulary

Using only short basic sentence structures

Often leaving out pronouns or verbs when talking, creating incoherent sentences

Seeming frustrated by the inability to express themselves verbally

Simply giving up and remaining quiet, both in class and with friends

Receptive language disorder can be harder to spot in young kids. By school age, parents and teachers may notice persistent difficulty in following directions. Other signs might include:

Wandering attention during stories or lessons; tuning out because they can't really follow what's happening

Frequent interruptions on unrelated topics during lessons or casual conversations

Unrelated answers to questions that indicate they didn't understand the question itself. For example, the teacher pauses during a lesson on Abraham Lincoln and asks "Where did Lincoln grow up?" The child might answer, "He freed the slaves."

These disorders are hard to identify definitively without an expert's opinion. If you suspect a child in your classroom may have a language disorder, speak with the parents or school administrators about a professional evaluation.

Support students with language disorders.
Source: Banter Speech + Language
Kids with language disorders show the most improvement when they start treatment early, preferably by preschool. However, even with effective treatment, school-age kids are likely to continue to need some accommodations to succeed. Students with language disorders may have an IEP/504 plan that specifies accommodations and goals, such as the ones listed here:

Be patient.

These kids need more time to fully understand questions and put their thoughts together before they respond. They may speak slowly or too fast and leave out important words, repeating themselves or using filler. Allow them the time they need, without interrupting or jumping in to provide words or direction. If they stray off topic, gently redirect them and allow them to continue.

Allow them to prepare.

It can be very difficult for kids with language disorders when they're called on unexpectedly in class. Let them in know in advance you'll be asking for their thoughts and that they're welcome to make and refer to notes as needed.

Model behaviors.

It's important to encourage as much practice with complete sentences as possible for expressive language disorder. If a student responds with a one-word answer, model back a complete correct sentence and ask them to repeat it.

Give directions differently.

Following a set of complicated instructions is often more than those with receptive language issues can handle. After giving instructions to the class as a whole, spend a few minutes one on one with the student going over the directions. Break them down into smaller chunks and encourage the student to write them down or even draw pictures for reference. Make eye contact with the student while talking to be sure you have their attention.

Be direct.

Teachers are usually encouraged to ask open-ended questions of students, but sometimes it's better to give kids with language disorders a simple choice. Instead of "What do you want to work on now?" ask "Do you want to go the reading station or practice your spelling words?"

Accept silence sometimes.

If class participation or public speaking isn't necessary for learning the material at hand, don't require it from students with language disorders. Find other ways to test them on their knowledge of the subject.

Get resources on language disorders.

Online:

Books:
Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves! Do you have experience dealing with language disorders in the classroom or want to get advice from others who do? Come ask your questions and share your knowledge in our WeAreTeachers HELPLINE Facebook group. Plus, what teachers need to know about dyspraxia.

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What Teachers Need to Know About Language Disorders

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Eliza has struggled to understand and be understood since she was very young. In first grade, her teacher noticed she often had trouble following directions and rarely spoke during class. When Eliza did speak up, her sentences were hard to follow and frequently filled with "umms" as she searched for the words she wanted.

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What is ADHD?

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Many children with ADHD show signs of the disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

ADHD is one of the first things that's suspected when a child's behavior in class, or performance on schoolwork, is problematic. A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions-these are well-known symptoms of ADHD.

But these are also behaviors that can be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of what ADHD looks like in the classroom, and how it might be confused with other things that could be influencing a child's behavior. Observing kids carefully is especially important when kids are too young to be able to articulate what they are feeling. And referring struggling kids for diagnosis and appropriate support can help them succeed in school and other parts of their lives, too.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats, and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups-inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors and others predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which may make it very difficult for them to function in school.

Here are behaviors you might observe in school in those two categories.

Inattentive symptoms of ADHD

Makes careless mistakes in school work, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or impulsive symptoms of ADHD

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others conversations, activities, possessions

Serious impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings-i.e. at school and at home. And the pattern that's causing them serious impairment must persist for at least 6 months.

It's also important, when considering a child's behavior, to compare it to other children the same age-not to the range of kids in his class or grade. Within any given grade, kids' ages can differ by almost a year, and a year can make a big difference in a child's ability to self-regulate.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

When children exhibit behaviors that we associate with ADHD, it's important to keep in mind that they could be caused by other underlying factors. A child who is inattentive could be distracted by chronic anxiety, by a worrisome or painful situation at home, or because she's being bullied in the playground. These are all things a child might be embarrassed by and go to some lengths to keep secret.

Another thing children often hide is undiagnosed learning disorders. If a child is fidgeting when she's supposed to be reading, it may be that dyslexia is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business, or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle. More of them have the only inattentive symptoms of ADHD, and they get written off as dreamy or ditzy. If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative, or overemotional. Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

But a big reason that many girls aren't diagnosed is that they knock themselves out to compensate for their weaknesses and hide their embarrassment about falling behind, losing things, feeling clueless. The growing awareness, as they get older, that they have to work much harder than their peers without ADHD to accomplish the same thing is very damaging to their self-esteem. Girls who are chronically hard on themselves about their lapses may be struggling with thoughts that they're stupid or broken.

Keeping a keen eye on kids' behavior in the classroom is important not just because it affects their learning-and potentially the ability of other kids in the class to learn-but also because it's a window into their social and emotional development. When kids are failing or struggling in school for an extended period of time, or acting out in frustration, without getting help, it can lead to a pattern of dysfunctional behavior that gets harder and harder to break.

That's why it's important for parents to get a good diagnosis from a mental health professional who takes the time to carefully consider the pattern of a child's behavior and what it might (and might not) indicate. Being not only caring but precise about defining and treating a child's problems when he is young pays off many times over in the long run.

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What's ADHD (and What's Not) in the Classroom - Child Mind Institute

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Learn what is ADHD in the classroom and what's not. Child Mind Institute explains that some of the symptoms of ADHD in children may be signs of other mental health problems.

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15 examples of Assistive Technology

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Inclusive Classroom

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Considering the potential of inclusive education at your school? Perhaps you are currently working in an inclusive classroom and looking for effective strategies. Lean into this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone.

What is inclusive education? What does it mean?

Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).

The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012).

Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. This is not to say that students never need to spend time out of regular education classes, because sometimes they do for a very particular purpose - for instance, for speech or occupational therapy. But the goal is this should be the exception.

The driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts. It's also critically important that the adults are supported, too. This includes the regular education teacher and the special education teacher, as well as all other staff and faculty who are key stakeholders - and that also includes parents.

The research basis for inclusive education

Inclusive education and inclusive classrooms are gaining steam because there is so much research-based evidence around the benefits. Take a look.

Benefits for students

Simply put, both students with and without disabilities learn more. Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).

For students with disabilities ( SWD), this includes academic gains in literacy (reading and writing), math, and social studies - both in grades and on standardized tests - better communication skills, and improved social skills and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude - they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning.

Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms. They make greater academic gains in reading and math. Research shows the presence of SWD gives non-SWD new kinds of learning opportunities. One of these is when they serve as peer-coaches. By learning how to help another student, their own performance improves. Another is that as teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular ed students as well.

Researchers often explore concerns and potential pitfalls that might make instruction less effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings show this is not the case. Neither instructional time nor how much time students are engaged differs between inclusive and non-inclusive classrooms. In fact, in many instances, regular ed students report little to no awareness that there even are students with disabilities in their classes. When they are aware, they demonstrate more acceptance and tolerance for SWD when they all experience an inclusive education together.

Parent's feelings and attitudes

Parents, of course, have a big part to play. A comprehensive review of the literature (de Boer, Pijl, & Minnaert, 2010) found that on average, parents are somewhat uncertain if inclusion is a good option for their SWD. On the upside, the more experience with inclusive education they had, the more positive parents of SWD were about it. Additionally, parents of regular ed students held a decidedly positive attitude toward inclusive education.

Now that we've seen the research highlights on outcomes, let's take a look at strategies to put inclusive education in practice.

Inclusive classroom strategies

There is a definite need for teachers to be supported in implementing an inclusive classroom. A rigorous literature review of studies found most teachers had either neutral or negative attitudes about inclusive education (de Boer, Pijl, & Minnaert, 2011). It turns out that much of this is because they do not feel they are very knowledgeable, competent, or confident about how to educate SWD.

However, similar to parents, teachers with more experience - and, in the case of teachers, more training with inclusive education - were significantly more positive about it. Evidence supports that to be effective, teachers need an understanding of best practices in teaching and of adapted instruction for SWD; but positive attitudes toward inclusion are also among the most important for creating an inclusive classroom that works (Savage & Erten, 2015).

Of course, a modest blog article like this is only going to give the highlights of what have been found to be effective inclusive strategies. For there to be true long-term success necessitates formal training. To give you an idea though, here are strategies recommended by several research studies and applied experience (Morningstar, Shogren, Lee, & Born, 2015; Alquraini, & Gut, 2012).

Use a variety of instructional formats

Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations.

Ensure access to academic curricular content

All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time. For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences.

Apply universal design for learning

These are methods that are varied and that support many learners' needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience.

Now let's put it all together by looking at how a regular education teacher addresses the challenge and succeeds in using inclusive education in her classroom.

A case study of inclusive practices in schools and classes

Mrs. Brown has been teaching for several years now and is both excited and a little nervous about her school's decision to implement inclusive education. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P.E., lunch, and sometimes for selected academics.

She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. She knows she needs guidance in designing and implementing her inclusive classroom, but she's ready for the challenge and looking forward to seeing the many benefits she's been reading and hearing about for the children, their families, their peers, herself, and the school as a whole.

During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez - and other teachers and staff who work with her students - to coordinate the instructional plan that is based on the IEPs (Individual Educational Plan) of the three students with disabilities who will be in her class the upcoming year.

About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher. She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. She feels very good about how this is coming together and how excited and happy the children and their families are feeling. One student really summed it up when he told her, "You and I are going to have a great year!"

The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Brown's school. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work.

She talks to the administration and other teachers and, with their okay, sends out a joint communication after about two months into the school year with some questions provided by the book Creating Inclusive Classrooms (Salend, 2001 referenced in Salend & Garrick-Duhaney, 2001) such as, "How has being in an inclusion classroom affected your child academically, socially, and behaviorally? Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes?" and "How has your child's placement in an inclusion classroom affected you? Please describe any benefits or any negative consequences for you." and "What additional information would you like to have about inclusion and your child's class?" She plans to look for trends and prepare a communication that she will share with parents. She also plans to send out a questionnaire with different questions every couple of months throughout the school year.

Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies.

Her hard work is paying off. Her mid-year and end-of-year results are very positive. The SWDs are meeting their IEP goals. Her regular ed students are excelling. A spirit of collaboration and positive energy pervades her classroom and she feels this in the whole school as they practice inclusive education. The children are happy and proud of their accomplishments. The principal regularly compliments her. The parents are positive, relaxed, and supportive.

Mrs. Brown knows she has more to learn and do, but her confidence and satisfaction are high. She is especially delighted that she has been selected to be a part of her district's team to train other regular education teachers about inclusive education and classrooms.

Summing Up

The future is very bright indeed for this approach. The evidence is mounting that inclusive education and classrooms are able to not only meet the requirements of LRE for students with disabilities, but to benefit regular education students as well. We see that with exposure both parents and teachers become more positive. Training and support allow regular education teachers to implement inclusive education with ease and success. All around it's a win-win!
Lilla Dale McManis, MEd, PhD has a BS in child development, an MEd in special education, and a PhD in educational psychology. She was a K-12 public school special education teacher for many years and has worked at universities, state agencies, and in industry teaching prospective teachers, conducting research and evaluation with at-risk populations, and designing educational technology. Currently, she is President of Parent in the Know where she works with families in need and also does business consulting.

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Inclusive Education: Definition, Examples, and Classroom Strategies | Resilient Educator

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Get a solid understanding of what inclusive education means, what the research shows, and proven strategies that bring out the benefits for everyone.

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Type of supports Families may need

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Teachers know that all children have strengths and weaknesses. However, children with special needs face many more challenges than typically-developing children. Early intervention programs do their best to catch learning disabilities in infancy so that the proper course of action can be taken. While educators put early intervention techniques to their best use, there are other facets of the child's environment that need to be addressed. Often, the families of special needs children have struggles of their own that schools and educators need to help with. School readiness in particular can provide families with the resources they need to take care of their child-and themselves.

Once special needs children enter school, it becomes even more important for families and educators to be on the same page. However, this connection is sometimes difficult to make. A teacher may not understand why a parent is fighting or disagreeing with the course of treatment; meanwhile, a parent may still not entirely understand or accept what is different about their child. When these conflicts arise, it is the educator's responsibility to foster trust and attempt to draw parents into the educational decision-making process. To do this, teachers must support the needs of the family as much as they do those of the child.

Dr. Clarissa Willis offers some magnificent insight on working with special needs children and their families. Her book Teaching Infants, Toddlers, and Two's with Special Needs is an excellent resource for early childhood educators and contains many tips on how to support special needs families emotionally and practically.

While working through the emotions of a child is an obvious part of education, special needs families often need their own emotional support. The news that a child has any sort of disability comes as a shock to most parents, and it is a shock that is very difficult to overcome, regardless of how early the diagnosis is. Dr. Willis compares the cycle of emotions many families go through to the Cycle of Grief and Loss: there is shock, denial, anger, despair, and acceptance, though not always in that order. In her words, "the birth of a child with challenges often represents a death of parental dreams associated with having a baby."

The grief-cycling associated with such a loss can be difficult to navigate or understand, especially for someone who has never had that kind of experience. That's why it's important that educators:

Understand their own position. Unless the teacher herself is the mother of a special needs child, she cannot fully understand the pain and confusion that parent may be feeling. If a caregiver's actions and emotions don't appear to make sense, an educator should not jump to the conclusion that they are being completely irrational. Most likely, the parent or family member is acting in a way that makes sense to them, coming from their unique position. The teacher must then do her best to understand the other person in the conversation, even if that means acknowledging that she herself cannot fully understand it.

Realize that emotions may be volatile. The Cycle of Grief and Loss is rarely ever complete. When faced with a shock, people will go through the stages at random and may relapse from acceptance to one of the other stages at any time. In the case of a special needs family, each family-in fact, each family member-may have a very different reaction to the news. A mother may become irrationally angry at her child's condition, perhaps blaming herself for the disability or turning her anger outward onto the educators. Meanwhile, the father of that same child may linger in denial, refusing to believe the child truly needs any kind of special help. While this can be incredibly frustrating, educators must understand that the source of these feelings is grief and that, with the assistance of a school, they can be worked through.

Provide a supportive environment for parents as well as children. Special needs families do not always get the support they need from their community. Neighbors may look down on the child, or extended family members may blame the parents for the child's disability. This animosity can make an already stressful situation worse, leaving the parents feeling like the world is against their child. To provide some of the support these families crave, teachers must always be willing to listen, even if the conversation doesn't have to do with the matter at hand. Also, attempt to discuss more than just the child's education with the parents. Tell them amusing anecdotes about the child's successes or show them artwork the child made. Ask them about how the child enjoyed their family vacation. If the educator sets up a casual rapport alongside a clinical one, the environment will harbor more trust for both parent and child.

Of course, the primary role of the educator is to teach the child. Parents and caregivers often want to be involved with their child's school experience and kept up to date on what is going on. Therefore, communication is key and may require more work than expected. Difficulties can arise in a variety of ways, creating blocks to proper family involvement. As children get older, parents may develop mixed feelings towards schools and educators, especially after a bad experience with a school. Financial and scheduling conflicts may also arise, putting extra strain on family members and making it difficult to arrange meetings with faculty. Teachers must therefore be flexible and patient, and, above all, develop an honest, open, mutually-understood conversation between parent and teacher. Both parties are working toward a common goal: bettering the education of the child. To make this clear, teachers should discuss:

Plans for the child in common terms. Nothing can frustrate families more than feeling left in the dark about what's going on with their child. If an educator is not careful, the general emotionality of the situation can become even worse if parents feel uninformed or confused. Whenever a new lesson format or program is being introduced, teachers should call a meeting with the parents and explain what the plan will entail, how it will benefit the child, and if there is any paperwork that must be signed. If certain actions must be taken at home-(for example, enacting a new disciplinary goal system)-they should be discussed more democratically with caregivers allowed to offer suggestions or veto the idea. Educators should also take care to define professional terms and not to get lost in the scientific jargon of the field.

Flexibility with meeting times and formats. Caring for a special needs child is a lot of work, and can often cut into time for other things. Teachers should thus be accommodating to alternative schedules in order to keep families involved. If a parent cannot get off work to come to the school, ask if they can have a twenty-minute meeting by phone. If they have to stay home because they cannot afford childcare, suggest meeting at their house to discuss their child's plan. By making an extended effort to involve the families in decision making, educators present a necessary transparency of what goes on in the classroom and help connect what the child does at school with what goes on at home.

Other resources that will benefit the child. Children with special needs often require multiple services to facilitate development. Depending on the child, they may need speech therapists, assistive technology, occupational therapists, and respite care. These services can be difficult to obtain, especially if parents are too busy to call or visit the organizations responsible. It is an incredible help when schools locate services and are able to aid families in enrolling their children in the necessary programs. This makes it easier for families to find and afford the care their child needs.

Raising and teaching a child with special needs can be tricky, but when parents and educators work together, they create a positive environment that nurtures mental and emotional growth. It is imperative that schools provide a healthy support network not only for the children, but their families as well.

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Teachers know that all children have strengths and weaknesses. However, children with special needs face many more challenges than typically-developing children. Early intervention programs do their best to catch learning disabilities in infancy so that the proper course of action can be taken.

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Inclusive Classrooms: A Primer for Teachers

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

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

Understanding inclusion

Is it inclusion?

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

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

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

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

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

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

Child works on his/her own curriculum.

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

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

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

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

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

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

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

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

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

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

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

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

Child can name classmates and has many common classroom experiences.

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

The trend toward inclusive general education classrooms

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

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

Inclusive Learning: Everyone's In

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

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Inclusive Classrooms: A Primer for Teachers

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

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Teaching Social Skills

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Social skills are an important skill that can help your child succeed in all aspects of his life. From school to jobs and family relationships, social skills allow us to bond with others as well as make positive contributions to people in our environments. As your child grows, so does his social awareness and skills. However, for a child with special needs, learning social skills and forging new friendships can be stressful and scary. As a parent, there are several ways you can help teach and encourage your child to overcome his fear and help him gain the confidence to create and maintain friendships and positive social interactions.

Emotions

Children with special needs often have trouble expressing their own emotions, and recognizing emotions in others. Since emotions are the cornerstone to a successful social interaction, helping your child become aware and properly able to identify different emotions in herself and others, is vital to her having successful relationships. Incorporating "emotions" as the theme for popular games such as charades, bingo, or matching, is a fun way to help introduce different emotions to her. Since repetition is important, simple, kid-friendly games like these, will help enforce the subject without having them quickly become boring or tiring.

ALSO SEE: Social Communication - Engaging Your World

Communication

Keep the conversation flowing with your child. Since she is more comfortable with you, incorporate good communication and social skills when talking to her. Keep good eye contact, show emotion, and ask questions to drive the conversation along. Listening and showing interest in her when she talks helps teach her good listening skills. You, as her parent, are the best model for good communication and social skills.

Giving A Helping Hand

Your child may need a little "nudge" when it comes to making new friends. He may be scared or self-conscious, and low self-esteem can prevent him from making the first move. You can support him and lend a helping hand by creating "playdates", or by having him participate in certain events.

Use his strengths and likes to create playdates or place him in certain environments. If he loves to read, take him to a children's reading group at your local library. If art is more his style, sign him up for a kid's art class. Being around other kids with similar interests automatically provides a subject for conversation, and a great starting point to creating positive interactions. His teachers can also give valuable insight. Ask if there are any children in his class that he seems to get along with or connect with particularly well. Keep those suggestions in mind when setting up playdates. Create playdates around universally liked activities, such as going to the park or having a "create your own ice-cream sundae" mini social. At first keep playdates small with only one or two other kids. As he becomes more confident you can slowly add more people.

ALSO SEE: Social Groups Benefit Everyone

Learning and maintaining good social skills for your child will require practice, patience, and most importantly, adaptability. While it is important to help her improve her social skills, and create good relationships, know her limits. If she begins to get frustrated or upset, it may be beneficial to take a step back and re-evaluate. If things don't go as well as planned or wanted, there are always other days and playdate opportunities for you to try again.

Sources:

Teaching Social Skills to Children
Shandy Marso, Contributor

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Teaching Social Skills to Children with Special Needs

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Social skills are an important skill that can help your child succeed in all aspects of his life. From school to jobs and family relationships, social skills allow us to bond with others as well as make positive contributions to people in our environments.

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Supporting Parents

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Just three days into my son Taylor's first week of kindergarten, I began receiving phone calls about his behavior. According to the school, Taylor spent a great deal of time under his desk, and would often wander out of the classroom. He found it difficult to sit still for long periods of time, and would cope by rocking back and forth in his chair-a habit that regularly caused him to fall from his seat. Soon these calls shifted from discussions about his behavior to reports that he spent the day in the principal's office. To them, Taylor was "just too disruptive for class."

Looking back on this first week of school, I can see all the ways his teachers and I could have worked together to help Taylor. But at the time we were all failing my son.

The journey to get Taylor the education he deserved made me realize how the system can work against parents-in spite of laws designed to protect students like my son-especially if we don't have all the information we need.

In our case, Taylor's first school recommended a support plan that I knew wasn't comprehensive enough. But I went along with it, because I thought it was our only option. It didn't help. As Taylor spent more and more time in the principal's office, he missed out on valuable classroom time because no one knew how to support him effectively. Eventually, I quit my job, and my husband and I sold our home so that I could give my son my full-time attention and move him to a new school.

I spoke to several friends who worked in education, and learned that Taylor needed an Individualized Education Program (IEP). But to qualify, he needed a formal diagnosis, which can be expensive to obtain. Not only did our new school refuse to test my son, but they suggested that his behavior-at age five-was purposeful. I suspected there might have been bias on the part of his teacher, but the principal dismissed my concerns.

All this compelled me to pursue private disability testing and legal counsel to get my son the help he needed. And eventually, we had a diagnosis: slow processing speed, ADHD, epilepsy, and autism spectrum disorder.

We enrolled Taylor in a third school, and the school administrators allowed me to take on a job as his one-to-one aide. Finally, he began to thrive. He's not disruptive; he's a wonderful child with much to offer, given the right support. Today, he's surrounded by a strong team of people who believe in him-a key ingredient to any child's success.

No parent should have to go through what I did to ensure their child is getting a great education. I was able to take on caring for Taylor as a full-time job, and had the resources to get him tested and even bring in legal support. But I realize many parents don't have these options-and frankly, we shouldn't have to exercise them, anyway.

I'm now working with parents to help them better understand how to navigate the special education process. But it takes more than just parent involvement-we need educators to be better equipped to help, too. Now that I work in education, I've thought about how we can empower teachers and school leaders to make the process more collaborative for everyone involved. Here are some things that would've helped my family:

View parents as equal partners and share information. Parents are deeply invested in their child's success-and they should never feel that their perspective isn't valid, even if they don't bring the professional expertise that educators do. Often, just giving parents clear information goes a long way. For example, many parents don't know that if an in-person meeting is logistically challenging, phone meetings are available as an alternative. I urge schools to think of parents as partners, not adversaries, and give them clear, comprehensive information about their choices.

Remember how emotional the process can be for parents. By the time a parent gets to the point where their child needs services, they've gone through countless emotional ups and downs. Often, accepting that their child even has a learning difference is the hardest part. Not to mention self-blame, potentially suffering through family disapproval, and a host of other challenges. Educators should assume the best about each parent, even when conversations become fraught.

Be flexible and think creatively. Schools should do everything in their power to make the process easier for parents, given how high the stakes are. Maybe sending a letter home, email communication, or even texting is the best way to accommodate a parent's busy schedule. Creative thinking can apply to emotional challenges, too. If a parent feels isolated, introducing them to another parent whose child is struggling with the same thing can help. The possibilities are endless when it comes to making a partnership work, as long as everyone involved is invested and open-minded.

My experience with Taylor's entrance into elementary school was challenging, but this doesn't have to be the norm. If educators commit to partnering with parents, and vice versa, we are certain to see better outcomes for our kids. Students with learning disabilities offer both educators and parents invaluable opportunities to grow. When we take these opportunities, we get the best out of students, and they thrive.

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3 Ways Teachers Can Support Special Ed Parents, Like Me

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Just three days into my son Taylor's first week of kindergarten, I began receiving phone calls about his behavior. According to the school, Taylor spent a great deal of time under his desk, and would often wander out of the classroom.

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Social Skills

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Good social skills allow kids to enjoy better peer relationships. But the benefits of robust social skills reach far beyond social acceptance. Children with better social skills are likely to reap immediate benefits. For example, one study found that good social skills may reduce stress in children who are in daycare settings.﻿﻿

Social skills are a set of skills that need ongoing refinement as your kids get older. They aren't something your child either has or doesn't have. Look for teachable moments where you can help your kids do better. In fact, some social skills are quite complicated-like understanding it's important to be assertive when a friend is being bullied, or understanding staying silent when you don't agree with a call from the umpire.

Meanwhile, kids who have strong social skills and can get along well with peers are likely to make friends more easily. In fact, a study published in the International Encyclopedia of the Social & Behavioral Sciences, indicates that childhood friendships are good for kids' mental health.﻿﻿

Good social skills also can help kids have a brighter future. According to a study published in the American Journal of Public Health, a child's social and emotional skills in kindergarten might be the biggest predictor of success in adulthood.﻿﻿

Researchers from Penn State and Duke University found that children who were better at sharing, listening, cooperating, and following the rules at age five were more likely to go to college. They also were more likely to be employed full-time by age 25.

Children who lacked social and emotional skills were more likely to have substance abuse issues, relationship issues, and legal trouble. They were also more likely to depend on public assistance.

Likewise, not having the social skills to interact with others likely compounds that stress. For instance, being away from family places stress on children. And, when they are unable to communicate effectively with others, it only gets worse. But, researchers have found that children experienced a decrease in cortisol, a hormone released during stressful situations, once they learned new social skills.﻿﻿

The good news is that social skills can be taught. It's never too soon to start showing kids how to get along with others. And it's never too late to sharpen their skills either. Start with the most basic social skills first and keep sharpening your child's skills over time. Here are the most important social skills for kids to learn and how you can help teach them.

A willingness to share a snack or share a toy can go a long way to helping kids make and keep friends. According to a study published in Psychological Science, children as young as age two may show a desire to share with others-but usually only when their resources are abundant.﻿﻿

However, children between the ages of three and six are often selfish when it comes to sharing resources that come at a cost. For example, children with only one cookie might be reluctant to share half with a friend because it means they'll have less to enjoy. On the other hand, those same children might readily share a toy that they're no longer interested in playing with.

Overall, studies show children who feel good about themselves are more likely to share. Sharing also makes them feel good about themselves. So teaching them to share may be key to boosting their self-esteem.

How to Practice

While you may not want to force your child to share certain toys or with certain children, you can regularly point out sharing when you see it. Praise your child for sharing and indicate how it makes others feel. Say something like, "You chose to share your snack with your sister. I bet she feels happy about that. That's a nice thing to do."

Cooperating

Cooperating means working together to achieve a common goal. Kids who cooperate are respectful when others make requests. They also contribute, participate, and help out.

Good cooperation skills are essential for successfully getting along within a community. Your child will need to cooperate with classmates on the playground as well as in the classroom. Cooperation is important as an adult, too. Most work environments thrive on employees' ability to work together as a team. Cooperation is key in romantic relationships as well.

By about age three and a half, young children can begin to work with their peers on a common goal. For children, cooperation may involve anything from building a toy tower together to playing a game that requires everyone to participate. Some may take a leadership position while others will feel more comfortable following instructions. Either way, cooperation is a great opportunity for kids to learn more about themselves.

How to Practice

Talk about the importance of teamwork and how jobs are better when everyone pitches in. Create opportunities for the whole family to work together. Whether you assign everyone a specific job when you're making a meal or you assign specific chores that are integral to the family, emphasize the importance of cooperation.

Listening isn't just about staying quiet-it means really absorbing what someone else is saying. Listening also is a critical component of healthy communication. After all, much of the learning in school depends on a child's ability to listen to what the teacher is saying. Absorbing the material, taking notes, and thinking about what is being said becomes even more important as your child advances academically.

It's essential that your child grows up knowing how to listen to the boss, a romantic partner, and friends. This skill may be an even more difficult skill to master in the age of digital devices because so many people tend to stare at their smartphones when they're engaged in conversation.

How to Practice

When reading a book to your children, periodically stop and ask them to tell you about what you're reading. Pause and say, "Tell me what you remember about the story so far." Help them fill in any gaps they're missing and encourage them to keep listening as you continue. Additionally, don't allow them to interrupt others when they're talking.

Following Directions

Kids who struggle to follow directions are likely to experience a variety of consequences. From having to redo their homework assignments to getting in trouble for misbehavior, not following directions can be a big problem.

Whether you instruct your children to clean their rooms or you're telling them how to improve their soccer skills, it's important for kids to be able to take direction-and follow instructions.

For example, don't give a young child more than one direction at a time. Instead of saying, "Pick up your shoes, put your books away, and wash your hands," wait until the shoes are picked up before giving the next command.

Another mistake to avoid is phrasing your directions as a question. Asking, "Would you please pick up your toys now?" implies that your kids have the option to say no. Once you've given your children directions, ask them to repeat back what you said. Ask, "What are you supposed to do now?" and wait for them to explain what they heard you say.

It's normal for young kids to get distracted, behave impulsively, or forget what they're supposed to do. View each mistake as an opportunity to help them sharpen their skills.

How to Practice

Praise your child for following directions by saying things like, "Thank you for turning off the TV the first time I told you to." If your children struggle to follow directions, give them opportunities to practice following simple commands. Say things like, "Please pass that book to me," and then provide immediate praise for following directions.

Respecting Personal Space

Some kids are close talkers. Others crawl into the laps of acquaintances without any idea that the other individual feels uncomfortable. It's important to teach kids how to respect other people's personal space.

Create household rules that encourage kids to respect other people's personal space. "Knock on closed doors," and "Keep your hands to yourself," are just a few examples.

If your child grabs things out of people's hands or pushes when impatient, establish consequences. If your child climbs into the laps of acquaintances or stands too close to people while talking, use it as a teachable moment. Take your child aside and provide some coaching about personal space issues.

How to Practice

Teach your children to stand about an arm's length away from people when they're talking. When they're standing in line, talk about how close to be to the person in front of them and talk about keeping their hands to themself. You might role-play various scenarios to help them practice describing appropriate personal space.

Making Eye Contact

Good eye contact is an important part of communication. Some kids struggle to look at the person they're speaking to. Whether your child is shy and prefers to stare at the floor or simply won't look up when engrossed in another activity, emphasize the importance of good eye contact.

If your child struggles with eye contact, offer quick reminders after the fact. In a gentle voice, ask, "Where should your eyes go when someone is talking to you?" You don't want to cause a shy child additional anxiety. And, provide praise when your child remembers to look at people when they're talking.

How to Practice

You might even show your children how it feels to hold a conversation with someone who isn't making eye contact. Ask them to share a story while you stare at the ground, close your eyes, or look everywhere except for at them. Then, invite them to tell another story and make appropriate eye contact while they're talking. Afterward, discuss how it felt in each scenario.

Using Manners

Saying please and thank you and using good table manners can go a long way toward helping your child gain attention for the right reasons. Teachers, other parents, and other kids will respect a well-mannered child.

Of course, teaching manners can feel like an uphill battle sometimes. From burping loudly at the table to acting ungratefully, all kids will let their manners go out the window sometimes.

How to Practice

Be a good role model with your manners. That means saying, "No, thank you," and "Yes, please," to your child on a regular basis. And make sure to use your manners when you're interacting with other people. Offer reminders when your children forget to use manners and praise them when you catch them being polite.

A Word From Verywell

If your child seems to be struggling with social skills more than other kids, talk to your pediatrician. While it may just take a little extra reinforcement and maturity to catch up, a lack of social skills also can be a sign of other problems. Children with mental health issues, like ADHD or autism, may be behind socially. A physician can assess your child and determine whether treatment is needed to improve social skills.

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7 Social Skills You Should Start Teaching Your Child Now

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Good social skills allow kids to enjoy better peer relationships. But the benefits of robust social skills reach far beyond social acceptance. Children with better social skills are likely to reap immediate benefits.

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Students with attention-deficit/hyperactivity disorder benefit from these easy-to-implement strategies—and so do their peers.

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Students with attention-deficit/hyperactivity disorder benefit from these easy-to-implement strategies-and so do their peers.

©Shutterstock/Monkey Business Images

Teachers often come to the classroom with an unclear understanding of attention-deficit/hyperactivity disorder, and they are rarely provided with strategies that detail how to work with students who have been diagnosed with ADHD, even though such students make up an increasingly large number of their students-11 percent and growing as of 2011, according to data gathered by the Centers for Disease Control and Prevention.

As a special education teacher and tutor who coaches struggling students (many with ADHD), I have found several classroom strategies to be effective.

Create Urgency

I often hear parents or other advocates urge teachers to accommodate students with ADHD by giving them a lengthy or indefinite amount of time to turn in assignments. This creates a situation where deadlines are unclear, yet most of the students with ADHD that I have worked with need a clear deadline to create the urgency and adrenaline necessary to complete the task.

Provide deadlines: I teach students time management skills by breaking projects into chunks, each with a detailed description, rubric, and due date. For example, a research paper might have a separate due date for a topic, completed research, outline, rough draft, and final paper. I grade each step in the process, and each grade contributes to the final grade. This teaches students how to break up large projects to ensure timely completion.

Time tasks: Timing tasks that could be rote and boring-like learning math facts and letter sounds, increasing reading fluency, and memorizing vocabulary-turns what could potentially be a tedious task into a game or competition with oneself. Timing is used not to create anxiety but to increase performance over time-students are never graded on timed activities and don't share their scores. Instead they're challenged to beat the clock and to do better than they did last time. Graphing scores as a visual reminder of progress helps students learn about goal setting and develop a growth mindset.

Activate Interest

Students with ADHD are often capable of focusing intensely on something they're interested in. They can play video games or make their own YouTube videos for hours, but they need help connecting class content with their interests to achieve that focus.

Engage students' passions: My students are more engaged when they see that I'm passionate about a subject. We all want to know why we should learn something. Providing a hook to each lesson in the form of a story, game, or question gets students excited to figure out a problem.

For example, when we learn about making inferences, I bring in an assortment of strange looking objects or pictures of objects viewed from strange angles. Students do a gallery walk and write down observations about the objects-facts like, "it is metal," or "it is green." They also list any prior knowledge they have. They use the facts and their prior knowledge to make inferences about what the objects are.

This activity helps students have a more concrete basis for understanding how to make an inference when they're reading. It also usually leads to interesting discussions on how prior knowledge can greatly impact understanding.

Give students choices: Giving kids a choice in the books they read, activities they complete for a grade (visual art display, paper, slide or video presentation, blog, skit, podcast, etc.), and the ways they learn a skill encourages participation.

Allow for Breaks and Movement

I've found that taking breaks results in more focus for all of my students, but especially those with ADHD.

Use brain breaks: Students will take breaks anyway, so making breaks a reward is an easy way to keep them on task. I try to help them increase their focus to 15 to 25 minutes of working time, and after periods of concentration, they receive a short break. During the break, students can stretch, sharpen their pencils, get supplies, talk quietly to a friend, or rest. This timing method, sometimes called the Pomodoro Technique, helps students increase focus over time.

Let students move: I find that I get more out of students if I give them a chance to dance, stretch, or exercise before they have to sit down and work quietly. This can be led by the teacher, a short video, or a student. Usually it's brief and structured, like a game of Simon Says or a set of 10 jumping jacks and a few standing toe touches.

It's important to plan for transitions back to work-I flip the lights and use a hand signal. When I do this, students know to immediately return to their seats, mirror the hand signal, and be silent. Occasionally, I give out a reward to the first two students who are sitting attentively.

Provide Structure

I believe all students thrive when they know what to expect. For students with ADHD, having an orderly environment is essential.

Have clear expectations: Establishing a routine that stays the same even when activities change makes children feel secure. Rules can be taught through an activity with an example and non-example or by acting them out. This strategy is also useful for highlighting age-appropriate social skills like how to listen when someone is presenting or how to determine the appropriate amount of personal space.

Teach study skills explicitly: Students know they can Google facts, but teaching them how to learn creates relevance. Regardless of what subject is being taught, it's possible to incorporate study skills lessons-how to take notes, read a textbook, or study. Students will need these skills in the future when they're required to learn on their own.

You may have noticed that these strategies will help not just students with ADHD-they're useful for all students because they encourage the development of executive functions such as self-regulation.

We rarely look at ADHD as an advantage, but I've found that having students with ADHD in my classroom challenges me to update the way I teach so that my curriculum is more versatile, interesting, and compatible with the skills all students will need in an increasingly fast-paced world.

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Setting Students With ADHD Up for Success

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Students with attention-deficit/hyperactivity disorder benefit from these easy-to-implement strategies-and so do their peers.

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Success in Social Skills Leads to Academic and Functional Success

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Social skills are critical for long-term success. Sometimes referred to as Emotional Intelligence, it is a combination of the ability to understand and manage one's own emotional state (Intra-personal Intelligence in Howard Gardner's " Frames of Mind: The Theory of Multiple Intelligences") and the ability to understand and respond to other people. Although social skills include understanding and using social conventions, it also includes the ability to understand the "Hidden Curriculum," the ways in which peers communicate and interact reciprocity, and the ability to build interpersonal relationships.

Difficulty with social skills and deficits in social skills are found to different degrees across abilities as well as disabilities. Both children with disabilities and children from low socio-economic groups may not have an extensive understanding of social conventions and may need instruction in conventions such as:

Appropriate greetings depending on relationships: i.e. peer to peer or child to adult

Appropriate and polite ways to make requests ("please") and express gratitude ("thank you")

Addressing adults

Shaking hands

Taking turns

Sharing

Giving positive feedback (praise) to peers, no put-downs

Cooperation

Difficulty managing one's own emotional state, especially tantrums or aggression in response to frustration, is common in children with disabilities. Children for whom this is the primary disabling condition are often diagnosed with an emotional or behavioral disorder, which may be designated as "emotional support," "severely emotionally challenged," or "conduct disorder." Many children with disabilities may be less mature than their typical peers and may reflect less understanding of how to manage their own emotions.

Children with Autism Spectrum Disorders commonly have difficulty with emotional self-regulation and understanding emotion. Difficulty with social situations is a component of the diagnosis of Autism Spectrum Disorders, which reflects deficits in understanding and expression of their own emotional states.

Emotional Literacy needs to be explicitly taught to students, especially students with emotional and behavioral disorders and children with autism spectrum disorders. This requires teaching the ability to identify emotions by looking at faces, the ability to identify cause and effect for emotions and scenarios, and learning appropriate ways to deal with personal emotional states.

Behavioral contracts are often useful tools for students with poor self-regulation skills, both to teach and self-monitor difficulty with self-regulation as well as teach and reward appropriate or "replacement" behavior.

The ability to understand others' emotional states, wants, and needs are critical not only for success in school but also success in life. It is also a "quality of life" issue, which will help students with and without disabilities to build relationships, find happiness, and succeed economically. It can also contribute to a positive classroom environment.

Appropriate interactions: Children with disabilities, especially Autism Spectrum Disorders, often need to be taught appropriate social interactions, such as making requests, initiating interactions, sharing, exercising reciprocity (give and take), and turn taking. Teaching appropriate interactions can involve modeling, role-playing, scripting, and social narratives. Successfully learning and generalizing of appropriate interactions requires lots of practice.

Understanding and building relationships: Children with disabilities often do not have the skills to initiate and sustain mutual relationships. In cases with students with Autism Spectrum Disorders, they need to be explicitly taught the components of friendship or relationships.

Students with disabilities have problems both with acquiring and applying social skills. They need lots of practice. Successful ways to learn and generalize social skills include:

Modeling: The teacher and an aide or another teacher enact the social interactions you want students to learn.

Video self-modeling: You videotape the student performing the social skill with lots of prompting, and edit out the prompting to create a more seamless digital recording. This video, paired with rehearsal, will support the student's effort to generalize the social skill.

Cartoon strip social interactions: Introduced by Carol Gray as Comic Strip Conversations, these cartoons let your students fill in the thought and speech bubbles before they role-play a conversation. Research has shown that these are effective ways to help students build social interaction skills.

Role-playing: Practice is essential for maintaining social skills. Role-playing is a great way to give students an opportunity not only to practice the skills they are learning but also to teach students to evaluate each other's or their own performance of skills.

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Why Success in Social Skills Leads to Academic and Functional Success

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Social skills are critical for long-term success. Sometimes referred to as Emotional Intelligence, it is a combination of the ability to understand and manage one's own emotional state (Intra-personal Intelligence in Howard Gardner's " Frames of Mind: The Theory of Multiple Intelligences") and the ability to understand and respond to other people.

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These are some of the keys to successful behavior management for your child's ADHD treatment plan.

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Behavior management, also called behavior modification, can make parenting a child with attention deficit hyperactivity disorder (ADHD) a little easier. This approach to ADHD treatment involves rewarding and praising your child's good behavior and discouraging unwanted or impulsive behavior with appropriate consequences.

The concept of behavior management is easy to understand, but it can be difficult for parents to implement, says Betsy Davenport, PhD, a clinical psychologist who specializes in ADHD and is in private practice in Portland, Ore. "Often parents don't follow through."

Here are 10 tips to establish and carry out a successful behavior management plan to help your child:

Define the house rules. Children with ADHD need simple rules for behavior. Define your house rules and write them down. If your child can read, post them where he or she will see them, such as on the refrigerator or over the bathroom sink. If your child is too young to read, use pictures or drawings to illustrate the house rules. Explain clearly what will happen when the rules are obeyed and when they are not. You might need to go over the rules again prior to an activity or event.

Give immediate rewards and consequences. Children with ADHD need more immediate feedback for their good behavior, as well as their unwanted behavior, than other children. Children without ADHD may learn from praise for their good behavior long after it occurs. "When your child has ADHD, the moment the good behavior you're looking for occurs, you have to acknowledge it and do what you said you would when it does," Davenport says. "Don't expect your child with ADHD to be able to delay gratification." The same is true for negative consequences, which can include time out, removal of privileges and removing your child from the situation.

Provide frequent feedback. Children with ADHD require feedback for their behavior more often than other children do, Davenport says. A good way for you to remember is to set an alarm to go off every 20 to 30 minutes. Then when it goes off, check on your child. If he is behaving well, praise or reward him exactly as promised. If not, apply the consequences you previously discussed with your child.

Be consistent. Consistency is key to getting an ADHD child to change negative behaviors to more positive or productive ones, Davenport says. You need to react the same way every time your child behaves in a way that you like or dislike. Also, she says, be persistent. You may want immediate results, but that's not likely. It can take months to see significant progress.

Establish routines. "Kids with ADHD are terribly bored by routines, but they need them desperately," Davenport says. Establish everyday routines for getting ready for school, doing homework, and going to bed. A routine doesn't mean that everything has to happen at exactly the same time every day, Davenport notes. For example, your child may sleep later during the summer. But things still need to be scheduled in the same order. For instance, your child should brush her teeth before coming down for breakfast.

Create checklists. One way of getting your child to follow a routine is to create a checklist and mark off the steps as they are completed. "For children who are even mildly literate, I have them make their own lists," Davenport says. For younger children, you might use pictures, such as someone brushing her teeth. "Kids like that a lot," she adds. Checklists are helpful, Davenport says, because parents can say: "What's next on your list?" That's more effective for a child with ADHD than: "Go do this."

Set clocks and timers. If your child has ADHD, placing clocks with alarms throughout the house may help. Then, establish times for key activities - when your child will have dinner, start homework, catch the school bus, stop watching TV, and get ready for bed - and set an alarm to signal each one. That way you don't have to stand over your child and nag. Also, you're clear and consistent about your child's schedule, rather than saying, "We'll do this in a few minutes."

Create a reward system. Many times you can manage the behavior of children with ADHD with tokens, stickers, or gold stars, which the child can trade for a special reward. "Reward systems can work if the child is on board with earning them for certain behaviors," Davenport says. However, Davenport prefers praise and acknowledgment to prizes. "If you thank your child for clearing the table and tell him how proud you are of him for doing such a good job, that's way more powerful to him because he cares about you," she says.

Focus on the positive. Emphasize the things that your child does right. For example, if she is given a multi-part task, say "good job" when she's completed the first part. Focusing on the positive, rather than berating her for not finishing the entire task, is more effective for a child with ADHD. This helps build confidence in her abilities. But always be genuine, Davenport cautions: "Don't practice praise inflation because your child knows that not everything he does is good."

Plan for problems. Many parents of children with ADHD can predict when their child is likely to be disruptive and misbehave. If you can anticipate problems, use it to your advantage. Develop a plan for what you will do if your child misbehaves, especially in public, and share your plan with your child. Making the child aware of what may happen may lessen the likelihood that it will. If your child does misbehave, remember your plan and follow through.

A behavioral management plan can help your child with ADHD succeed if it is well thought out and enforced with consistency. Be positive and match behavior with appropriate rewards and consequences.

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10 ADHD Behavior Management Strategies - ADHD and Your Child - Everyday Health

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Behavior management, also called behavior modification, can make parenting a child with attention deficit hyperactivity disorder (ADHD) a little easier. This approach to ADHD treatment involves rewarding and praising your child's good behavior and discouraging unwanted or impulsive behavior with appropriate consequences.

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Accommodating ADHD in the Classroom

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Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

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Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

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The Value of Inclusive Education

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The Power of Letting Children Learn Together

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Everyone benefits when all children, regardless of their differences, are educated together.

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Language impairment

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Center for Parent Information and Resources

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Speech and Language Impairments - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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How to help students with dyslexia

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ReadSource is a non-profit launched by The Schenck School as a means for sharing the reading expertise of the School with other struggling readers. Our mission is to empower communities to serve all students who are learning to read, especially those who struggle. This is accomplished through our teacher training offerings, direct reading remediation services, and partnerships with other schools and non-profits.

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ReadSource is a non-profit launched by The Schenck School to share the School's reading expertise with struggling readers.

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Teaching students with dyslexia

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Specific Learning Difficulties affect a significant percentage of the population - and dyslexia alone can affect up to 10% of us - 4% severely so. Teachers who aren't trained to recognise the signs of specific learning difficulties can unintentionally hammer away at a student's self-esteem.

If he's good with words and he's not performing academically, and if he can't spell today what he spelled correctly yesterday, he must be being uncooperative, mustn't he? The educational struggles of children with a learning difference can be compounded if their teachers have not had training in how to respond.

Some educators and social commentators point to an association between being from a deprived socio-economic area and an anti-school culture. Education's not cool; playing the class clown, being disruptive, answering back, and being part of an anti-learning peer group is.

However, educators from the world of specific learning difficulties or differences often see this behaviour as more of a defence mechanism that hides an inability to read or spell.

Recognising dyslexia in the classroom

You can have a highly intelligent child or young person who is obviously bright and articulate, creative and spatially aware, but who struggles with reading, spelling and writing, and feels humiliated by being asked to read out loud.

Let's call him "he" as currently more males than females are identified as having specific learning difficulties (and, incidentally, a disproportionate number of these males are left handed). He doesn't want his friends to find out how much he struggles with reading. He doesn't want them laughing at him, or calling him thick or stupid, and so he acts up in class.

Tell him often enough that he's not trying hard enough, embarrass him by expecting him to copy from the board or read out loud, penalise his assignments because of poor spelling, and you could be contributing to a self-fulfilling prophecy.

As an illustrative example, one irate mum reported how devastating it was for her dyslexic son, whose one area of strength at school was in P E and sport, when he lost marks in his P. E. exam for poor spelling. This is cruel irony and it illustrates that sometimes a parent can play an important role in raising teacher awareness - which in this case she did.

The tragedy is that early recognition and intervention - the adoption of "dyslexia friendly" teaching strategies and help in identifying the coping strategies that are right for a particular student - are likely to turn school and classroom failure into success.

It's appropriate to underscore that the intelligence of students with Specific Learning Difficulties and their ability to learn is not in question. It is their performance and achievement that may be affected by an inability to cope - that is, learn from - aspects of the traditional learning process. That's why some experts in the field prefer the term "learning difference" to "learning difficulty".

Dyslexia friendly teaching

Many children with specific learning difficulties will struggle to learn when on the receiving end of some traditional teaching methods. However, an approach which is " dyslexia friendly" works for everyone.

This approach might include multi-sensory teaching: small incremental steps delivered one at a time, with plenty of opportunity for repetition, so learners can proceed at their own pace and receive positive reinforcement as they learn. Each child is, of course, different and this will have consequences for the way in which they learn best.

1. Note taking

Copying from the board can be extremely difficult for students with specific learning difficulties. For the dyslexic student who struggles when reading printed text, deciphering someone's handwriting can present an additional challenge.

Add to that a difficulty with the physical process of writing, something often seen in students who have both dyslexia and dyspraxia. Learn more about strategies for helping dyspraxic children in the classroom.

After decoding the word, the dyslexic student may have to consciously concentrate on the shape and direction of each individual letter, taking their attention away from what is being said by the teacher.

The student who has short-term memory issues may only be able to deal with a word or small parts of a phrase at a time, and the ability to work at speed may well be an issue. So when the student looks up again, and quite likely struggles to again find the correct place on the board, all of this takes so much time that the teacher has erased the information and moved on.

When it's time to revise, the student has incomplete notes and may even struggle with reading his own writing. A buddy system for good note taking can help, and additionally, reinforce learning.

2. Making written material dyslexia friendly

Teaching strategies for helping students with specific learning difficulties to succeed can include the teacher providing the student with written notes for each session so that having to copy from the board is not an issue.

Keep the following in mind:

Bullet points may be more useful than blocks of text.

Dyslexic students may have particular difficulty with print that is black on white. If possible use a pastel shade for hand-outs. There is no consensus on which colour is best, but off-white/beige is particularly popular.

Don't justify the right hand margin.

Choose a clear font that makes reading easier for dyslexic children, such as Arial and a font size of at least 12 point.

Include a vocabulary list of keywords that will facilitate reading.

3. Presenting information to students

Give an overview first, present the information, then summarise what you have covered. Ask students to verbally summarise what they have learned.

4. Study skills and strategies

To get information and ideas on paper, the learner may find mind maps and spider diagrams helpful. Writing frames can help with organisation. Encourage the student to use highlighter pens for key concepts. Using a ruler under a line of text when reading can help those students for whom words move around on a printed page.

5. Writing and spelling

Mnemonics can help with spelling difficult words the learner always struggles with (such as Big Elephants Can't Always Use Small Exits to remember the spelling of "because"). Learning sight words may also help with spelling, writing and reading.

Here are some additional things to consider:

Some students will benefit from having a fatter pen or pencil to hold

It is becoming more common to allow students to use laptops in the classroom. A disorganised student who frequently loses his notes will benefit from having course material sent via email.

A particularly useful skill for the dyslexic student to master is touch-typing. While the student may always struggle with handwriting, touch-typing can become automatic and just flows through the fingers without conscious thought. The student works faster, and can cope with more information. Touch-typing can have the added benefit of introducing automatic access to spell checkers and improving reading comprehension skills.

Resources for students at home and at school

Touch-type Read and Spell aims to improve reading, writing, spelling, computer keyboard skills and self-esteem by teaching touch-typing in a dyslexia friendly way.

Furthermore, teachers or teaching assistants don't have to have a qualification in working with students with specific learning differences to be able to deliver the course effectively.
Join the discussion! Please share your thoughts with us in the comments.

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5 Tips for teaching students with dyslexia

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Specific Learning Difficulties affect a significant percentage of the population - and dyslexia alone can affect up to 10% of us - 4% severely so. Teachers who aren't trained to recognise the signs of specific learning difficulties can unintentionally hammer away at a student's self-esteem.

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Benefits of Inclusive Classroom

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In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of students.

This gives special education students the support they need while they stay in a general education classroom.

All students can benefit from inclusive classrooms.

This is key. As Carl A. Cohn, EdD, executive director of the California Collaborative for Educational Excellence, points out, "It's important ... to realize that special education students are first and foremost general education students."

Inclusive classes are set up in a number of ways. Some use a collaborative team teaching (or co-teaching) model. With co-teaching, there's a special education teacher in the room all day.

Kids with special education needs who are in inclusive classes are absent less often. They develop stronger skills in reading and math. They're also more likely to have jobs and pursue education after high school.

Read on to learn more benefits of inclusive classrooms.

1. Tailors teaching for all learners

All students learn differently. This is a principle of inclusive education. In an inclusive classroom, teachers weave in specially designed instruction and support that can help students make progress. These strategies are helpful for all students. Kids may be given opportunities to move around or use fidgets. And teachers often put positive behavioral interventions and supports (PBIS) in place.

Some classrooms may have an interactive whiteboard. On it, kids can use their fingers to write, erase, and move images around on the large screen. This teaching tool can also be used to turn students' work into a video, which can be exciting for kids and help keep them engaged.

2. Makes differences less "different"

Inclusive classrooms are filled with diverse learners, each of whom has strengths and challenges. Inclusion gives kids a way to talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in helping kids know that difference is just a normal part of life. It can also help kids build and maintain friendships.

3. Provides support to all students

In more traditional special education settings, many kids are "pulled out" for related services like speech therapy or for other specialized instruction. An inclusive class often brings speech therapists, reading specialists, and other service providers into the classroom.

These professionals can provide information and suggestions to help all students. If kids aren't eligible for special education but still need some extra support, they can get it informally.

4. Creates high expectations for all

In an Individualized Education Program (IEP), a student's goals should be based on the academic standards for their state. Those standards lay out what all students are expected to learn in math, reading, science, and other subjects by the end of the school year.

In some schools, only certain classrooms are designated as inclusive. In that case, schools may assign general education students randomly to inclusive or noninclusive classes. Other schools may choose students who benefit from the emphasis on meeting the needs of all learners at all ability levels.

All students benefit from the resources available in an inclusive classroom.

The special education teacher can help all kids in an inclusive classroom, not just students who need special education support.

In an inclusive classroom, teachers often break students into small groups and teach them based on their specific learning needs.

About the Author

About the Author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of students. This gives special education students the support they need while they stay in a general education classroom. All students can benefit from inclusive classrooms. This is key. As Carl A.

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Ways to incorporate assistive technology in the classroom

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13 ways to incorporate assistive technology into the classroom - Classcraft Blog

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As teachers, we're always looking for the next big thing to help our students succeed in school. We're constantly looking for new ways to encourage our kids while reading, writing, playing, and socializing. When it comes to teaching children with disabilities, this can get even more tricky.

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Benefits of Assistive Technology

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Assistive technology gives children with disabilities access to the tools that their peers have been able to take advantage of due to the constant innovations in technology. It can be as simple as writing down the answer to a math equation and enlarging the font on a device, or as complex as filming and editing a video on iMovie, hands-free. Assistive technologies bridge the gap between a person and their environment and give children the ability to learn the new skills they need to succeed in future careers in a classroom setting.

According to the United States Assistive Technology Act of 1998, assistive technology refers to any "product, device, or equipment, whether acquired commercially, modified or customized, that is used to maintain, increase, or improve the functional capabilities of individuals with disabilities." They remove any limitations that students may have when learning and allow teachers to follow the existing curriculum with tailored adaptations that fit their students' needs.

Image Source - (The Australian)

For example, tecla-e is a cloud-connected assistive technology that provides users who have limited upper-body function with hands-free access to their smart-devices and environment using ability switches. It is the ideal device for children with cerebral palsy to have access to tablets, computers, and other technologies that are being used more presently as aids in a classroom's teaching methods. It is especially useful for students with speech impairments who want access to AAC apps availble in the App Store and Google Play. These apps are almost always switch accessible and make it easier for students to use the apps independently to share their ideas verbally.

Benefits of Assistive Technology

Introducing assistive technologies into instructional settings can prevent students with disabilities from being placed in segregated classrooms or having a full-time aid to speak or write on their behalf. Instead, children with cognitive, motor, speech, visual or hearing impairments now have a tool that allows them to adapt to a mainstream classroom by using assistive technology, making them necessary for success in the classroom.

Image Source - (Wavebreak Media)

Technology also helps children with disabilities overcome communication barriers that they encounter in school. Although they have insightful comments to share, they may be reluctant or unable to verbalize their thoughts. This can make group work especially difficult and restrict the student from being able to input ideas and opinions.

Types of AAC and Assistive Learning Softwares

Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants and ideas. Text-to-speech applications like SayIt! are essential tools for nonverbal students to feel comfortable communicating to those outside of their inner circle early on in their lives. However, children with barriers to communication who are too young to type sentences on a keyboard can also take advantage of assistive technologies that use images and symbols to help them convey their message.

GoTalk Now, Clicker 7 and HelpKidzLearn are all switch accessible software that are commonly used by children with disabilities in the classroom.

GoTalk NOW is a customizable AAC application for children who may have limited and comes with the essential features like adjustable page layouts, customizable navigation, recorded and text-to-speech capabilities, and an included symbol set.

Clicker 7 is a complete set of assistive literacy tools for students of all abilities and includes a word processor, a child-friendly space for planning, an audio note creator, speech feedback, intelligent word prediction and point-and-click access to whole words, phrases, and pictures.

HelpKidzLearn is a collection of softwares for students with learning disabilities to play online and aims to create a fun learning experience. The software is split into five sections: Early Years, Games and Quizzes, Stories and Songs, Creative Play & Find Out About.

It can also be useful to incorporate tools that allow children to anonymously answer questions - like Kahoot! or Piazza - so that everyone is included, no matter their communication barriers.

Image Source - (Mark Van Manen)

Whether you are a teacher who incorporates technology in their classroom or a parent who wants their child to get the most out of his or her education, assistive technologies revolutionize how students with disabilities function in the classroom and help prepare them for their future in this digital world.

There are hundreds of different types of assistive technologies that tailor to the needs of learning disabilities beyond communication. Here is a list of 25 common types.

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Using Assistive Technology in the Classroom

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Assistive technology gives children with disabilities access to the tools that their peers have been able to take advantage of due to the constant innovations in technology. It can be as simple as writing down the answer to a math equation and enlarging the font on a device, or as complex as filming and editing a video on iMovie, hands-free.

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How to Incorporate Universal Design in Your Teaching

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By incorporating principles of universal design, instructors can teach in ways that reach a variety of learners and learning styles. The result? Improved educational outcomes.

How to Incorporate Universal Design in Your Teaching

1. Promote a welcoming class climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness.

2. Make learning interactive. Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants.

3. Pay attention to the physical environment and course materials. Ensure that individuals with physical, cognitive and sensory impairments can access facilities, activities, materials, and equipment.

4. Consider employing multiple delivery methods to access content. When possible, allow students to choose from multiple options for learning. Consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth.

5. Ensure that information resources and technology are accessible, and provide them in multiple formats. For example, share a syllabus electronically in both Word and PDF formats, in addition to distributing paper copies.

6. Provide feedback to students on a regular basis. For example, break up larger projects into manageable sections and provide feedback along the way to ensure students are on track.

7. Regularly assess student progress using multiple accessible methods and tools. Ensure that you provide accommodations for students who have presented you with an accommodation memorandum. Remember that some assessment tools, such as clicker quizzes, can pose challenges for students with physical, cognitive or sensory impairments.

8. Provide accommodations. Even with universal design, there may be students who still require accommodation to access course materials, or to ensure that assessment tools measure the students' knowledge rather than their impairments. Contact the Office of Accessibility Resources if you have any concerns about a student with a disability, or if you suspect that a student's disability is impacting his or her performance.

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By incorporating principles of universal design, instructors can teach in ways that reach a variety of learners and learning styles. The result? Improved educational outcomes. How to Incorporate Universal Design in Your Teaching Promote a welcoming class climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness.

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Universal Design for Learning Information for Educators

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For more specific examples and ideas, review the UDL Standard, UDL Course Assessment, and/or videos found on this webpage. The UDL Implementation webpages also provide a variety of ideas and resources to support including UDL in your courses.

The UDL Standard for Mohawk College can be a tool to support your UDL implementation, as it provides direction regarding UDL considerations for curriculum design, development, and delivery. You can access this Mohawk College's UDL Standard using the links below and to learn more you can watch the video on the UDL website landing page.
Access the UDL Standard as a PDF document Access the UDL Standard as a Word document Access the UDL Guide Online as a Word document
Take the UDL Course Assessment to determine the UDL elements currently in your course(s) and gain additional, targeted resources to support further UDL implementation. You can access the UDL Course Assessment by using the link above, or clicking the image below.
Access the UDL Information for Educators as a PDF document Access the UDL Information for Educators as a Word document
The Universal Design for Learning (UDL) Guide | For Fully Online Learning Environments offers you some UDL elements to consider when designing, developing, and delivering curriculum for an online learning environment. This guide has been adapted from the online UDL Course Assessment and while you are still welcome to use the tool, at this time you may find it helpful to have a more streamlined resource solely focused on online learning environments.

Access the UDL Guide Online as a PDF document

Examples of Universal Design for Learning from Mohawk College Educators

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Universal Design for Learning Information for Educators | Mohawk College

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Universal Design for Learning (UDL) is a curriculum design, development, and delivery framework used to create inclusive and accessible learning environments. The goal of UDL is to ensure access to learning, while encouraging the development of expert learners. The three central principles of UDL are:

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Why are healthy parent-teacher relationships important?

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Establishing healthy parent-teacher relationships for early learning success

By Susan M. Sheridan, Ph.D.
Principal Investigator, Early Learning Network Lead
Director, Nebraska Center for Research on Children, Youth, Families & Schools,
University of Nebraska-Lincoln

It's inevitable. Labor Day marks the transition between two seasons: the end of summer and the back-to-school season. The beginning of a new school year brings new teachers, new classmates, new opportunities and new relationships.

While the relationships your child forms with peers are important, you may be surprised that the most significant relationship, in terms of your child's school success and development, is the one you form with his or her teacher.

Your relationship with your child's teacher can be an important factor in how well he or she gets along at school and at home. For many children, the most significant adults in their lives on a day-to-day basis are immediate family members and caregivers (primarily parents), and their teacher. These are the adults with whom they spend the most time, who make most of the decisions regarding how they spend their time and who provide guidance and direction, through their actions and their words, on most aspects of their lives.

Isn't it logical that how these adults interact, relate and communicate, both with each other and with the student, impacts his or her experiences and learning? Let's explore this further.

Fortunately, we know a lot about the "why" and "how" of healthy relationships between parents and their children's teachers. Through the Early Learning Network, collaborating research teams across the U.S. are doing research to hone in on what types of parent engagement practices really matter for young children - not only at one point in time, such as kindergarten, but throughout their early school years, from preschool to third grade.

"Research shows that home support for early learning complements learning at school," said Christina Weiland, assistant professor at the University of Michigan and co-principal investigator on ELN's MDRC team studying Boston Public Schools' P-3 programs. "Playing math games, reading with children and asking children open-ended questions as they play are examples of fun, simple ways to build critical foundational skills both at home and school. The network is considering many factors important in the early years, including alignment of home and school learning opportunities."

Why are healthy parent-teacher relationships important?
Positive connections between parents and teachers have been shown to improve children's academic achievement, social competencies and emotional well-being. When parents and teachers work as partners, children do better in school and at home.
Research shows that when a partnership approach between parents and teachers is evident, children's work habits, attitudes about school and grades improve. They demonstrate better social skills, fewer behavioral problems and a greater ability to adapt to situations and get along. And parents and teachers benefit, too. When working together as partners, it's been found that parents and teachers communicate more effectively, develop stronger relationships with one another and develop skills to support children's behaviors and learning.

"Building partnerships between families and schools is an effective strategy to address opportunity gaps, especially for those who have been historically underserved," said Iheoma Iruka, co-principal investigator of ELN's University of Nebraska-Lincoln team and chief research innovation officer and director of the Center for Early Education Research & Evaluation at HighScope Educational Research Foundation. "Strong partnerships support children's learning and ability to develop lifelong skills and networks, while also strengthening parents' capacity to be engaged in their child's school experience."

The Three C's: How to form a constructive parent-teacher partnership
Partnerships are most powerful when they include three main components, represented as the "3 C's": communication, consistency and collaboration.
Communication

The first is communication between home and school. Like any relationship in life, communication between you and your child's teacher is key.

Communicate with your child's teacher early on and throughout the school year. Start by letting him/her know that you want to play your part in your child's education.

Discuss with your child's teacher the best ways to communicate. This can be as simple as sending notes to school with your child, leaving a voice message for the teacher, emailing important information or other methods unique to your situation.

The best kind of communication is open, clear, constructive and timely. Frequent, two-way communication is important to stay apprised of what is happening at school, and to let your teacher know important things about your child. Home-school notes are especially effective.

Attend meetings with questions and observations about your child's efforts and behaviors, not just their grades and achievements. Let your child's teacher know about your child's strengths and challenges, likes and dislikes, and what you hope he or she accomplishes during the school year.

Consistency
The second component of an effective partnership is consistency. This involves opportunities and experiences you provide at home to support your child's learning.

Ask about and suggest ways you can work with your child at home to encourage their learning for a successful school year. Creating routines for homework, such as establishing a time and quiet place, is important. Providing learning materials, reading with your child, and encouraging healthy habits for eating and physical activity all contribute to their success in school.

Talk about methods for ensuring that you and the teacher are "on the same page" when it comes to plans and expectations. This kind of partnership sends a consistent message to your child and lets him know that you and his teacher together support his learning.

Collaboration

The third component of partnering is collaboration. Collaboration will be easier if communication is frequent, and you consistently create opportunities for your child's learning. A collaborative, cooperative partnership focuses on specific, positive strategies to help your child achieve to the best of his or her potential. Planning and problem-solving are forms of collaboration, and will be especially important when your child needs extra support to reach a goal.

Make an effort to understand teachers' goals and expectations for your child, and let teachers know about your goals. Communicate about how you can be a partner to help your child achieve them. If you have concerns, respectfully ask about modifications that are aligned with your child's strengths and challenges.

Plan and problem-solve around issues that may arise. If the relationship and communication channels are developed early, it will be much easier to address challenges if they appear. Collaborative planning with your child's teacher involves acknowledging the need to work together to address a concern, staying focused on finding a solution (not placing blame), making plans that involve support and responsibility at both home and school, following through on plans and checking back to make sure progress is being made.

Reach out early and often

A new school year is the perfect time to reach out to your child's teacher and begin establishing a positive, collaborative relationship that will have a remarkable impact on your child's learning and development.

These evidence-based practices will go a long way in helping you work together to ensure your child has the support he or she needs to be successful at school, at home and in the future.

We look forward to sharing more research findings regarding parent-teacher relationships and other early learning topics as they emerge from the Early Learning Network's nationwide studies.

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Establishing healthy parent-teacher relationships for early learning success - Early Learning Network

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By Susan M. Sheridan, Ph.D. Principal Investigator, Early Learning Network Lead Director, Nebraska Center for Research on Children, Youth, Families & Schools, University of Nebraska-Lincoln It's inevitable. Labor Day marks the transition between two seasons: the end of summer and the back-to-school season.

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Teaching Students with Disabilities Teaching Strategies for Educators to Support and Advocate for Their Students

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Teaching Strategies for Educators to Support and Advocate for Their Students

According to the National Center for Learning Disabilities' State of Learning Disabilities report, one in five children have a learning and/or attention disability that affects their ability to learn in a classroom. Approximately 33 percent of educators stated that what individuals call a learning disability can be confused with laziness, making it clear that some pockets of the teaching community need more information about the realities of disabilities and how to best support children with them. The following guide takes a look at the prevalence of disabilities, how teachers can best support students, and expert advice on this important topic.

Understanding Disabilities in an Academic Environment

Despite increasing research and reports about the state of disabilities in K-12 children, many parents and educators are still woefully underserved in terms of their knowledge both about the disabilities and how to best address them. This section highlights a few startling facts about how children with disabilities are seen by their communities.

1. Approximately 35 percent of parents expressed serious concerns about their ability to cope with and support their children's disabilities.

2. 70 percent of educators and parents believe learning disabilities are related to intellectual disabilities.

3. While most educational responses to disabilities focus solely on accommodations, it's important to remember that disabilities cannot be solely categorized as a medical issue or a problem that needs fixing. A student's whole being must be considered to truly help and support them.

Successful Strategies for Teaching and Supporting Students with Disabilities

Educators and administrators can do a lot to support students with disabilities in achieving their potential, but it can feel difficult to juggle all the responsibilities of a day alongside these additional steps. Marissa Rocheleau, Founder of Linguabilities, offers a number of simple things that teachers can do to address the needs of their students without feeling overwhelmed by all that they must accomplish.

Supporting Your Students in the Classroom
Lean on others.
"I find it can be very helpful for educators to collaborate with the entire team, including teachers, case managers, therapists, the student, and their parents," says Rocheleau. "This is especially important in online schools where teachers and students don't have the added benefit of daily contact while passing in the halls."
Stay organized.
Creating an organized classroom with minimal distractions can help students feel focused without adding unnecessary structure. Teachers can create systems for helping students organize their notebooks while also making space for them to take a body break if they feel overwhelmed.
Don't reinvent the wheel.
"Read through the IEP or any accommodations/modifications ahead of time," suggests Rocheleau. "The IEP is designed to give a template of how to help the student, so there should be clear goals or classroom accommodations already written for teachers to follow."
Know that each student is unique.
"Remember that each student learns differently," encourages Rocheleau. "Some need visuals, while others need to get in there and kinesthetically feel through learning - allow your student lots of opportunities to explore the subject in different ways."
Keep instructions simple.
If students struggle to stay focused or take in lots of information at once, try to break things down into smaller tasks that feel more manageable and allow them to feel like they are accomplishing things throughout the day.
Embrace advocacy.
"Advocate for yourself and your students," reminds Rocheleau. "Reasonable classrooms sizes and time for preparation and documentation is essential when you have students with special needs in your classroom."
Create opportunities for success.
Students with special needs can often feel like they struggle to succeed, so create opportunities for them to recognize and celebrate their accomplishments. Creating lessons that lead to positive results and introducing rewards can help them stay motivated.
Don't feel pressure to be perfect.
"Be patient with yourself and the student," encourages Rocheleau. "You will both make mistakes and learn from them along the way."

Teaching Tips and Strategies

Disciplining Students with Disabilities in the Classroom

According to the National Center for Special Education in Charter Schools, students with disabilities are disciplined twice as much as their peers, leading many parents and educators to wonder how this can be addressed. Michelle Rocheleau, Founder of Linguabilities, offers several ideas that can be implemented to avoid over-disciplining these learners.

Support Resources for Educators

Meeting the needs of students with disabilities - alongside the needs of students without disabilities - can feel overwhelming when balancing lesson plans, grading, faculty meetings, and extracurriculars. Fortunately, countless resources exist online and in-person to help teachers learn about the spectrum of disabilities and how to best accommodate them while empowering their students.

Teacher Blogs

On Special Education. This blog is maintained by Education Week and provides regularly updated posts with news, resources, and interviews from those working in the field.

Smart Kinds with Learning Disabilities. This teacher blog offers tons of actionable advice and helpful tips. The group also maintains local chapters and programs/events for teachers who want to get more involved.

Special 2 Me. This blog is authored by a special education resource specialist teacher who provides a glimpse into what her days look like while also offering helpful advice and tips.

Successful Teaching. A teacher with more than three decades of experience writes this blog, which is aimed at special education and regular teachers.

Teaching Students with Learning Disabilities. In addition to providing a sounding board for teachers working with students with disabilities, this blog also provides free resources for educators looking to better serve their learners.

Social Media/In-Person Support Groups

Meetup. The special education group of Meetup maintains more than 50,000 members (including parents and teachers) who get together to discuss challenges in teaching and raising children with disabilities.

National Association of Special Education Teachers. In addition to annual conferences and events, NASET also provides local chapters for educators who want to interact with fellow teachers.

Simply Special Ed. This Facebook group shares innovative ideas, lesson plans, freebies, and curriculum plans to help educators serve their students.

Special Education Teachers. The National Association of Special Education Teachers provides this group of more than 21,000 members to offer support and guidance in teaching.

We Teach Sped. Comprised of special education bloggers, this support group exists to help encourage and inspire educators who teach students with disabilities.

Online Courses

Continuing education courses. NASET provides a variety of online courses covering topics such as behavior management tools, setting up a special education classroom, and the requirements of IEPs and 504 plans.

Council for Exceptional Children. CEC offers regularly scheduled webinars on a variety of topics related to supporting exceptional children.

Endorsement Program for Teachers of Students with Disabilities. Rutgers University offers this certificate program for educators who want to learn more about pedagogy and receive an endorsement in this area.

Engaging Child Professional Development. School and district administrators, special education teachers, general education teachers, and paraeducators can find evidence-based courses on how to meet the needs of exceptional learners.

Students with Disabilities: What Do I Do. ASCD provides this free webinar for educators who want to learn more about laws impacting teaching and how to create engaging and inclusive lesson plans.

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Teaching Students With Disabilities | Accredited Schools Online

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According to the National Center for Learning Disabilities' State of Learning Disabilities report, one in five children have a learning and/or attention disability that affects their ability to learn in a classroom.

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IEP'S and virtual learning

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The federal Individuals with Disabilities Education Act outlines specific requirements for identifying and educating children with disabilities, but the coronavirus crisis has sparked fierce debate over how adaptable the law is to a world where online education may be the only option.

U.S. Secretary of Education Betsy DeVos has instructed school districts that federal law should not be used as a cover to prevent them from offering online learning to students with disabilities. However, experts say, that guidance and fact sheets from the federal government have offered little direction on the topic beyond encouraging parents, educators, and administrators to collaborate creatively-and many school districts have struggled to respond.

For some educators, the biggest challenge has been determining how to handle students' Individualized Education Program, the carefully constructed plans designed to meet the educational needs of children with learning and physical disabilities in an online learning environment. More than 7 million children in U.S. schools have IEPs, leaving no room for a one-size-fits-all resolution.

Education Week interviewed three experts-a special education attorney, an attorney who represents school districts in special education disputes, and a professor who studied special education law for decades-to find out what advice they have on handling IEPs during the global pandemic.

During the discussions, three common themes emerged. Schools should: provide services to students as soon as possible; worry more about making progress than following the letter of the law; and understand that much of federal law wasn't written with online education in mind.

Here's a look at what the experts had to say. Their statements have been edited for length and clarity:
Focus on Families
Selene Almazan, legal director, Council of Parent Attorneys and Advocates (COPAA), and an attorney in private practice who represents families and children in special education matters in Maryland. Almazan compiled a fact sheet to help families of children with disabilities understand what rights they have during the extended school closures.

"It is an unprecedented time. We are encouraging families to try to work with schools and school systems to figure out what's going to be best for students through distance learning and how they're going to access it.

One of the benefits of not having the IEP meeting [as scheduled] would be that it's not an opportunity for a school district to take services away from students during this time.

The key is that school systems need to offer something to all students. We want cooperation and we know what schools needs to offer equitable access if they're offering distance learning to everybody else. They have to include students with disabilities in that mix as well.

We are encouraging families to document where their child is as far as skill level, either through video or through data sheets, that kind of stuff so that when the pandemic closures are over they can see whether or not there's been any regression in skills for students, whether that's academics or behaviorally or anything related to occupational therapy, physical therapy, speech and language.

Families just want to know what they're going to receive and when they're going to receive it and what it's going to look like.

We want cooperation [but parents] should not be agreeing to this being the status quo for carrying over into next year to the 2020-21 school year. So, they should not agree to that unless schools are still closed. But they should agree to this probably until the end of their academic year."
'IDEA Wasn't Written for This'
Julie Weatherly, attorney and founder of Resolutions in Special Education (RISE). Weatherly represents school districts in Alabama, Florida, and Georgia as general counsel and in special education disputes and she said special education directors across the country are "pretty frenetic" and focused on following the letter of the law of the Individuals with Disabilities Education Act.

"So, I've tried to calm them, to say, 'Let's don't worry about that. Collaborate with parents, reach informal agreements, document those agreements, and then move on to 'What can I do right now? What can we do right now for your child?' What I keep telling everybody is IDEA wasn't written for this. It didn't contemplate this.

The anxiety is probably going to die down a little bit once services get started. But everybody's so worried about the legal procedural requirements that relate to IEP team meetings and evaluation timelines, just all of those.

For the most part, the IEP itself is not going to be able to be implemented as written, but rather than amend those documents or anything like that, I think most parents would be amenable to agreeing that, 'Hey, let's keep that intact for now. But what are we going to do in the meantime?'

Think about preparing an outline of distance learning services and get parent input because basically what's happened is parents have now turned into the teachers.

Pump your energy and your concern into getting, as best you can, some services to help the families and to help the children [so they don't] experience significant regression in their skills. Be thoughtful about what are the critical priority skills that we would want to focus on so the students don't get so far behind that the future will be harder.

We may be coloring outside the lines and we'll ask for forgiveness later. These procedural requirements were all written in a world that wasn't in a national, or worldwide, safety and health emergency."
Work Together, Fight Later
Perry Zirkel, professor emeritus, Lehigh University College of Education. Zirkel, who writes a blog that explores the intersection of special education and law, says a fear of being sued has some districts focusing on the wrong things.

A lot of the attorneys and administrators and teachers, because of the emotions and the frustrations and the procedural prescriptions of the IDEA, are focused on, 'Oh, how am I going to get parent consent?' or 'Did I document everything exactly?' or 'Did I get all my evaluations done on time?'

Don't spend a lot of time on all these procedural issues like how quickly you update the [IEP] goals, what notices do you have to send to parents for their consent. We're in an unprecedented situation with limited resources, do the best you can on the substantive issue, which is: 'How do I get as many services to kids, whether it's occupational therapy or something else; how can I get the most services to kids to be as effective as I can?'

The ultimate priority is on making good-faith, reasonable efforts to deliver services to eligible children under the IDEA. And whatever else you can do procedurally is a bonus. It's gravy.

Parents should put their priority on the same thing, which is, how do I collaborate with this district in good faith to try to get the most services to my kid. Good faith, collaboration, creativity; it's the same advice I'm giving to districts. And if you give them both the same advice, then hopefully [students get the services they need].

Because of this unprecedented situation where we know that we cannot do everything that we would have done otherwise, the main priority should be on 'How can we be collaborative and creative and in good faith to mutually to do this? We'll fight later.'"
Related Reading 'Are We Going to Get Ourselves in Trouble?' Districts Struggle With Special Education Fierce Debate as DeVos Weighs Schools Obligations to Students With Disabilities Amid Confusion, Feds Seek to Clarify Online Learning for Special Education As Schools Close to Coronavirus, Special Educators Turn to Tele-Therapy

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How to Handle IEPs During the Coronavirus Crisis? Some Expert Advice

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The federal Individuals with Disabilities Education Act outlines specific requirements for identifying and educating children with disabilities, but the coronavirus crisis has sparked fierce debate over how adaptable the law is to a world where online education may be the only option. U.S.

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What is the Difference?

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Youth with disabilities participate in high school exchange programs in the U.S. every year. Although many international students with disabilities will need few, if any, disability-related accommodations in the United States, others will need services and support to participate fully in their host schools. Students may receive services and support informally or through an IEP or 504 plan.

Individualized Education Program (IEP)

In the United States, each public school child who receives special education services must have an Individualized Education Program (IEP). This is mandated by the Individuals with Disabilities Education Act (IDEA). Special education services are provided at no cost to students and states receive federal funding for each IDEA eligible student.

An IEP creates an opportunity for teachers, parents, school administrators, related professionals, and students (when appropriate) to work together to identify goals and improve outcomes for students with disabilities.

To qualify for an IEP, a child's disability must have an adverse effect on his/her educational progress.

Merely having a disability is not sufficient for eligibility and many students with disabilities do not receive special education services.

MIUSA is often asked if high school exchange students with disabilities can arrive in the United States with an IEP. The answer is no because an IEP is a legal document created by a team of stakeholders in the United States. However, exchange students who require special education services frequently do receive an IEP during their time in the U.S. and those can often be expedited using documentation provided in advance of the student's arrival (for example, a current audiogram, visual acuity report, etc.).

Note that IEPs are not used at the higher education level.

What's the difference between an IEP and a 504 plan?

504 plans get their name from Section 504 of the Rehabilitation Act of 1973, a broad civil rights law that prohibits discrimination against individuals with disabilities in any agency, school, or institution receiving federal funds.

Section 504 requires schools to eliminate barriers that would prevent a student from participating fully in the programs and services offered in the general curriculum by providing reasonable accommodations. Those accommodations may be documented in a plan called a 504 plan.

Both IEPs and 504 plans are intended to ensure that students with disabilities have equal access to education.

The difference is: IEPs are developed for students who receive specialized instruction. 504 plans are for students who have accessibility requirements (e.g., extended time for tests and assignments, large print classroom materials, etc.), but do not require specialized instruction, and do not qualify for special education programs under IDEA. For those students, the school district's 504 coordinator may be an excellent resource throughout the process of placing and supporting a student with a disability in his or her U.S. host school.

Whether an exchange student has an IEP or 504 plan, or receives accommodations more informally, advance planning is key to ensuring that necessary services will be in place as close to the start of the school year as possible.
See other tips in the Related Resources section when planning for international students with disabilities at U.S. high schools.

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IEPs and 504 plans: Understanding the Difference

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Youth with disabilities participate in high school exchange programs in the U.S. every year. Although many international students with disabilities will need few, if any, disability-related accommodations in the United States, others will need services and support to participate fully in their host schools.

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The Importance of Social Skills

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BY Emma

When I was a child, people regularly told my mother that my sister and I had such nice manners. My mother's response was thank you but really we just had nice company manners. In other words, we had one set of behaviors for the public and a less pleasant set for home. We had a skill - knowing how to adjust our behaviors to match the environment.

When you go to the library, there is an accepted way to conduct yourself. And within the library itself, you can be more active and loud in the children's section than in the reference section.

When you watch a movie in a movie theater, you expect that the audience will be as quiet as you are. When you whisper to your neighbor, you are probably annoyed if others in the theater use their normal speaking voice. However, if you are at home, you can feel comfortable to yell at the TV screen.

These social skills are taught to children. Parents remind their children of appropriate behavior before they go to the library or the movie. Parents may remind their children to say "please" and "thank you" before they go to play at a friend's house.

Some children need more specific lessons than others. Children with neurological, emotional or developmental disorders may not inherently know how to interact with others appropriately. This, in turn, may affect their ability to create all the meaningful relationships that they may desire. In order to help these children build the valuable relationships that are so important to their self-esteem and sense of belonging, it is important to teach them social skills.

As parents, we need to provide as many opportunities to work on social skills as possible. Many of us may have children who will happily entertain themselves for hours by retreating into the world of electronics. This is antisocial in nature and rarely provides any growth opportunity. In order to compete with the lure of the glowing screen, consider activities that focus on your child's interest. For example, find a sport that they enjoy and have them join the team. Your child could learn sportsmanship as well as gain practice in waiting their turn, following directions and working with others.

School Activities

Schools and other organizations offer activities geared toward specific interests. Does your child enjoy drawing? Sign them up for an art class. They will have the ability to improve their skill in an environment that encourages them to interact with at least the instructor if not with the other students as well. Do they like chess? What about an afterschool chess club? They would have the opportunity to interact with another child in a situation where the topic of conversation is a mutual interest - often a stumbling block for such children. Similarly, some social skills group use children's interests such as Pokémon as a foundation for teaching specific social skills such as turn-taking and conflict resolution. Benefits of a program like this go beyond the social skills. It also gives the children an appropriate outlet to focus on their fixations.

Social Stories

There are other methods that you can use at home. Social stories are a way to prepare a child for a situation that may be challenging. The goal of a social story is to increase the individual's understanding of a behavior or event by explaining it ahead of time. It is a way to suggest some appropriate responses for the situation in question and hopefully make the child more comfortable with the situation and bring out the desired appropriate behaviors. There are many sites online with sample stories that can be modified to meet your specific child's needs.

Role Play

Role playing is another tool you can use. Does your child have a hard time at a restaurant? Do they know how to order their food politely? Can they wait patiently for their meal to be prepared? Why not practice at home? Before you plan to leave for the restaurant have your child practice ordering their meal with you as the server. Have them demonstrate the quiet voice they will use when sitting at the table. Have them show you their patient waiting behavior. Then, when you are at the restaurant, you can refer back to that practice role-playing you had at home.

Play Dates

Does your child have a hard time with friends? Set up playdates for maximum success. Keep them to a time limit that your child can handle. Consider providing neutral activities that don't allow either child to dominate the playdate. If you know that your child has a hard time sharing their toys, then consider taking your child and their friend to a park or restaurant with an indoor play structure so that they have a way to interact with each other in a location where your child can't escape to their isolating activities, dominate the activities by insisting on only doing their favorite choice or get upset about having to share their favorite belongings.

Social skills, just like reading, multiplication or riding a bike need instruction and practice. Some children are naturally more proficient. Some children take years to get their training wheels taken off. Some children will take social stories, groups and role-playing. As we need to interact with others to be successful in this world, social skills need to be given as much effort as any other skill you deem important in your child's life.

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The Importance of Teaching Social Skills - Friendship Circle - Special Needs Blog

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When I was a child, people regularly told my mother that my sister and I had such nice manners. My mother's response was thank you but really we just had nice company manners. In other words, we had one set of behaviors for the public and a less pleasant set for home.

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

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

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

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

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

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

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

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

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

About PLB

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

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