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Citation: ADCET. (n.d.). Inclusive teaching: Physical disability. Australian Disability Clearinghouse on Education and Training . Retrieved April 3, 2022, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/physical-disability

Coming from a background where I had a few different sports injuries and spent a good amount of time on crutches I can say that these strategies are important. While my time on crutches ended there are students who will need to have these accommodations for their entire lives. their disability may not just impact their ability to move between classrooms, but also their ability to write. Some students will need more time to finish assignments or need modifications so that they can properly demonstrate their knowledge. These are only a few of the effects, but I think that these strategies and the information in this article can be helpful for students of all ages.

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Physical activity and mobility may be impaired by a number of conditions, some of which are permanent, others of a temporary or intermittent nature. These conditions include cerebral palsy, arthritis, muscular dystrophy, multiple sclerosis (MS), Parkinson's disease and repetitive strain injury (RSI). Back or neck injuries may also affect general mobility. A stroke may result in temporary or permanent loss of feeling or movement of part of the body - frequently on one side. Speech and vision may also be affected in students with cerebral palsy and multiple sclerosis for example, and in those who have suffered a stroke.

Coordination and balance may be mildly or severely affected by any of these conditions. Movement may be impaired by muscle spasms, numbness or pain. As a consequence, both manipulation of equipment and writing may be difficult. Some students use wheelchairs to enhance their mobility whilst others will walk with the aid of callipers, crutches or walking stick. Some students may experience chronic fatigue and for others there will be extreme fluctuations of energy from day to day.

Physical disability may also result from head injury (ABI - acquired brain injury). Increasing numbers of students are returning to education following vehicle or sporting accidents in which they have sustained some degree of brain injury. Resulting impairment may affect speech, vision or coordination, and the injury may also be responsible for personality disorders or depression.

In providing accommodations for students with physical disabilities we need to remember that some conditions are characterised by periods of remission, so the disability will not always be visible and will not always impact on the student's ability to function in the educational environment in the same way. Each learner with a physical disability should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of a physical disability

The impact of physical disability on learning will vary but for most students the issues of most significance relate to physical access, manipulation of equipment (e.g. in a laboratory), access to computers, participation in field trips and the time and energy expended in moving around campus. Students may be affected in the following ways:

When there is limited time to move between venues, students may miss the beginning of a class.

Fatigue is common for many of these students. Using facilities that others take for granted, such as toilets, food-outlets, libraries and lecture rooms, may be a major undertaking.

Some students may experience functional difficulties: an inability to write using a pen; reduced writing speed; involuntary head movements which affect the ability to read standard-sized print; and reduced ability to manipulate resources in the learning environment. They may have difficulty turning pages or using standard computers.

Students may have frequent or unexpected absences from class owing to hospitalisation or changes in their rehabilitation or treatment procedure. Earlier periods of hospitalisation may have meant gaps in schooling.

Students with a long-standing mobility disability may have experienced gaps in their schooling due to periods of hospitalisation.This may have affected their confidence in learning.

Students with a mobility impairment may have fewer opportunities for interaction with other students. Feelings of separateness in the learning environment may have an impact on learning.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with physical impairment.

The fact that students have a mobility disability may not always be immediately apparent. Needs will vary, and difficulties may fluctuate. Some students will choose to disclose their disability; others will not. At your first lecture, you might invite any students who have a disability to contact you for a confidential discussion of their specific learning needs. You might also ask students what, if any, information would need to be shared with other members of staff, or with other students in the class. Below are some further suggestions:

Students who use wheelchairs, callipers or crutches, or who tire easily, may find it difficult moving about within the constraints of lecture timetables. Absence or lateness may be a result of the distance between teaching venues, so at the end of a lecture you may need to recap any information given at the beginning.

Check that academic activities which take place off-campus (such as industry visits, interviews or fieldwork) are accessible to people with a mobility disability. Consider supplementary laboratory practicals, films or videos as alternative options to field trips.

Students with a mobility disability may sometimes wish to use their own furniture, such as ergonomic chairs or sloped writing tables. Extra space may need to be created in teaching rooms, but this should be done unobtrusively.

Some students with back problems may prefer to stand in lectures or classes, rather than sit.

Some students may need to use a tape recorder or note-taker in lectures. Extra time is involved in processing information acquired in this way. It is common practice in some departments to routinely tape all lectures. This is a practice which will assist a variety of students, including those who may be absent from time to time because of their disability.

Students may need extensions to deadlines for work involving locating and using library resources. Provide reading lists well before the start of a course so that reading can begin early.

Academic isolation may be an issue for students who are unable to participate in some class activities. One-to-one sessions with a tutor may help fill this gap in participation.

Assessment Strategies

In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned.

Students with a mobility disability may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on performance you can consider alternative assessment strategies, such as those suggested below:

A reader or an oral examination (either presenting answers on tape or participating in a viva) are alternatives to the conventional written paper. An oral examination is not an easy option for students. Give the same time for an oral examination as for a written exam, but allow extra time for the student to listen to and refine or edit responses. In your assessment, allowance should be made for the fact that spoken answers are likely to be less coherent than written answers.

For some students the combination of written and oral examination will be most appropriate. Allow students to write answer plans or make outline notes, but then to answer the question orally. Your assessment should be based on both the notes and the spoken presentation.

Students may need to use a personal computer or a personal assistant in an examination. If so, it may be necessary to provide extra space for equipment, or a separate examination venue if the noise from equipment (e.g. a voice synthesiser) is likely to be distracting for other students.

Provide extra time in examinations for students who have reduced writing speed. Some students with a mobility disability may need rest breaks. Take-home examinations and split papers may be options, given that some students may need double time to complete examinations.

Allow extensions to assignment deadlines if extensive research involving physical activity (e.g. frequent trips to the library or collection of data from dispersed locations) is required.

Related Resources

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Inclusive teaching practices for students with physical disability

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Citation: McBride, L. C., & Manchac, S. (2022, February 24). Planning through the lens of the Black Historical Consciousness Principles: Black Agency, resistance, and perseverance. blog. Retrieved April 3, 2022, from https://blog.socialstudies.com/planning-through-the-lens-of-the-black-historical-consciousness-principles-black-agency-resistance-and-perseverance

With the increasing focus on different perspectives, historical conflict, emphasis of social change this article has great advice for anyone looking to become more aware. One of the strategies that McBride and Manchac (2022) suggest is setting context for students who are not aware. This is a fantastic idea as it will change the learning from facts, dates, and times by connecting the human element to that information. There is a fantastic example in the article with the idea of school integration and this is represented in a painting. This painting sums up more emotion than I could ever convey.

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In his article " Black History Is Not American History," which focuses on teaching Black history from a Black historical consciousness approach, Dr. LaGarrett King defines his second theme, Black agency, resistance ,and perseverance, as "Black histories that explain that although Black people have been victimized, they were not helpless victims." This theme highlights ways that Black people have actively resisted oppression, both independently and collectively.

By teaching through the lens of this theme, teachers will show students that Black people throughout history have not been passive victims of racism and oppression but have instead worked against structural barriers and the people who have created them in a variety of ways. This can be seen in a variety of spaces across history, such as in protest songs and spirituals, in the experiences of free Black people, and in the development of social institutions both before and after emancipation and into the twenty-first century, among many other examples.

King uses the following questions as examples of ways that students can be asked to consider Black agency and resistance:

How do African Americans make social change?

How do you adapt to change?

What makes movements successful?

Was the civil rights movement successful?

The goal of this blog is to define the theme of Black agency, resistance, and perseverance and then examine ways that this can be explored within your curriculum. Below, we explore two lessons from Active Classroom's new African American Studies series and also look at several other types of resources that you can use to explore Black agency, resistance, and perseverance as well as how this theme intersects with the other Black historical consciousness principles.

Setting the Context for Students

Take a moment to analyze this painting. Don't go too fast! Try to make note of different details. What stands out to you?

Photo: Racism/Incident at Little Rock by Domingo Ulloa, 1957

Now think about what you might know already about this image. Are there any clues in the image that help you make connections to things that you know? If you had to summarize this image in one word, what would it be?

This painting is called Racism/Incident in Little Rock; it is by Domingo Ulloa and was painted in 1957. Ulloa was responding to the events in Little Rock, Arkansas, when nine Black high school students integrated Central High School despite the refusal of segregationist governor Orval Faubus. The students were met with anger and outrage from white parents and students, necessitating the use of the National Guard to ensure their physical safety. Ulloa's painting encapsulates many of the feelings that perhaps you identified when you tried to summarize it above: fear, danger, anger, threat, scary, unease, and violence.

Still, despite facing such explosive opposition to their presence in a white school, the Little Rock Nine, depicted in the painting, also show other traits: persistence, perseverance, determination, and strength in the face of deafening opposition. This is an example of Black agency, resistance, and perseverance, one of the six Black historical consciousness principles identified by LaGarrett King.

For example, return to the painting that you analyzed above. Does it ask and/or allow questions about Black agency, resistance, and perseverance? Help build students' understanding of the theme? Is it taught/presented from a Black perspective? Are diverse Black perspectives present? Does this lesson/resource ask students to critically analyze primary or secondary sources?

These are all questions that you can use to help you as you examine resources in planning. Click here to view the resources and use the questions to see how you can use them to help your students explore the theme of Black agency, resistance, and perseverance.

Photo: Library of Congress / Civil Rights Memorial, Montgomery, Alabama

Connecting Black Agency, Resistance, and Perseverance to the Classroom

As you consider planning a lesson around the Black historical consciousness principles, it is important to remember that they do not stand in isolation but are often interwoven within a historical topic; power and oppression coexist with Black agency, resistance, and perseverance, telling a complicated, fuller human story.

Consider some of the following questions as you evaluate resources and lesson plans for use in your Ethnic Studies or United States History course:

Does the lesson/source/resource ask and/or allow questions about Black agency, resistance, and perseverance?

Does it help build students' understanding the theme?

Is it taught from a Black perspective?

Are diverse Black perspectives present?

Does this lesson ask students to critically analyze primary or secondary sources?

The purpose of the Black historical consciousness principles is to help students and teachers understand Black histories that fully develop Black people's humanity. By grounding our work as teachers in the BHCP, we are completely reframing the history we teach through the lens of Black people, telling a fuller and more complicated story that encapsulates all facets of Blackness. By using the guiding questions above, you can begin to recalibrate your lesson planning through the lens of the Black historical consciousness principles.

Enhance your classroom with a complete African American Studies course from Active Classroom

Access a free trial and start engaging students today

LaChardra has been in education for the past 13 years and is currently a curriculum specialist in Houston. Responsibilities in her current role include authoring district social studies curriculum in Grade 6 World Cultural Studies, Grade 9 World Geography Studies, and African American Studies, developing and facilitating district-level professional development, as well as continuing instructional coaching duties. She has taught World Cultural Studies, Texas History, and United States History and has partnered with Active Classroom in various capacities for the past three years.

Samantha has been in education for the past 14 years and is currently an instructional coach and curriculum writer in Houston. She, alongside LaChardra, specializes in building their district's ethnic studies curriculum and professional development for teachers. She taught United States History and AP* U.S. History in Houston for ten years. She also works with undergraduate pre-service social studies teachers teaching Social Studies Instructional Methods.

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Planning Through the Lens of the Black Historical Consciousness Principles: Black Agency, Resistance, and Perseverance

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In his article " Black History Is Not American History," which focuses on teaching Black history from a Black historical consciousness approach, Dr. LaGarrett King defines his second theme, Black agency, resistance ,and perseverance, as "Black histories that explain that although Black people have been victimized, they were not helpless victims." This theme highlights ways that Black people have actively resisted oppression, both independently and collectively.

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Citation: Hayes, J. (2019, September). 5 ways teachers can address socioeconomic gaps in the classroom. Social Studies School Service. Retrieved April 3, 2022, from https://blog.socialstudies.com/5-ways-teachers-can-address-the-poverty-gap-in-the-classroom

Stereotypes abound when dealing with students from lower socio-economic backgrounds. Hayes (2019) addresses some of the ways in which teachers are able to assist these students regardless of grade level. This is one of the reasons that I chose this article. While they may not be specific for a grade level theses strategies can be utilized by any teacher in a lower socio-economic area. Hayes (2019) mentions the importance of teaching to their social needs. By having students use social and cooperative strategies we can help their development in a safe environment.

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5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom - Social Studies

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For my first permanent teaching position, I was lucky enough to fill a history position at a small K-8 school in a rural community.

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Citation: Anti-Defamation League. (n.d.). Can we talk? TIPS for respectful conversations in schools, workplaces and Communities. Anti-Defamation League. Retrieved April 3, 2022, from https://www.adl.org/education/resources/tools-and-strategies/can-we-talk-tips-for-respectful-conversations-in-schools

High School is a difficult time for many students. They are learning not only about themselves, but their peers and their place in the world. Sometimes that is compounded by not know how to speak to others. These tips and strategies in this article are fantastic ways for students to navigate their interpersonal relationships, but for teachers to use to set rules and expectations for classroom interactions. These strategies are important for students to learn not just for the classroom, but also for life outside of school.

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Can We Talk? Tips for Respectful Conversations in Schools, Workplaces and Communities

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The ability to engage in respectful and civil conversations is the bedrock of any relationship-whether those connections take place at home, school, work or in communities.

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Citation: Block, J. (2015, January 12). Educate to liberate: Build an anti-racist classroom. Edutopia. Retrieved April 3, 2022, from https://www.edutopia.org/blog/build-an-anti-racist-classroom-joshua-block

I chose this article to use as it seemed to me that it could be applied to every group listed in the assignment. Block (2015) mentions that building a "container" and ensuring that voices can be heard in a safe environment. This is a strategy that I believe should be applied to high school classes in general. Allowing students to feel safe and able to express their opinions, including those in marginalized groups, without degrading into personal attacks allows students to take risks and be involved in the learning process (Block, 2015).

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Citation: Anti-Defamation League. (n.d.). Let's get it right: Using correct pronouns and names. Anti-Defamation League. Retrieved April 3, 2022, from https://www.adl.org/education/resources/tools-and-strategies/lets-get-it-right-using-correct-pronouns-and-names

While this may not be a "teaching strategy" in the exact words it is still an important aspect of teaching LGBTQ+ students. Making sure that they feel valid in their own identity is something that we, as educators, should strive to do. This is something that I feel should be done for students at all times as their identity, especially in the high school grades, can be something that effects their performance in schools. This is a simple way for us to show our support for our students being who they are.

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Gender, Pronouns and Names

We use people's pronouns and names frequently and in regular, every day communication, both verbally and in writing. We do it almost without thinking. Because names and pronouns are the two ways people call and refer to others, they are personal and important. They are also key facets of our identity. Therefore, calling someone by the wrong name or "misgendering" them by using incorrect pronouns can feel disrespectful, harmful and potentially unsafe.

From an early age, many were taught that pronouns should follow specific rules along the gender binary: "she, her and hers" for girls and women and "he, him and his" for boys and men. However, as our society has progressed in understanding gender identity, our language must also be updated. It should be accurate and convey understanding and respect for all people, especially for those who are transgender, gender non-conforming and non-binary.

Because some people identify themselves outside the gender binary (gender binary is the idea that gender consists of two distinct, opposite and disconnected categories-male and female), it is important to make sure you know the specific pronouns people use, whether they use female, male or gender-neutral pronouns. Be mindful that the pronouns "he" and "she" come with a set of expectations and gender norms about how people express their identity. For many, these terms are limiting and confining so gender-neutral options are preferable.

If you use the wrong pronoun or name, people may not correct you because they may feel awkward, uncomfortable or unsafe. If you don't know what people's pronouns and names are, you can listen to how they or others refer to them, or you can ask. There are suggestions below about how to do this in a school or classroom setting.

There has been a much-needed movement away from asking and identifying pronouns as "preferred." For example, people used to ask, "What is your preferred pronoun?" This question is problematic because a person's pronouns are not just "preferred"-they are the pronouns that should be used.

Strategies for Supporting Young People

Using correct names and pronouns shows respect, acceptance and support to all students, especially those who are transgender, gender non-conforming and non-binary. While some schools and school districts have specific policies on a range of issues regarding transgender and gender non-conforming students, below are practical tips and strategies for showing respect to students.

Student Interest Survey

At the beginning of the school year or new semester, many teachers distribute a "get to know you survey" to learn more about their students: how they best learn, their hobbies/interests outside of school, what they did over the summer, etc. You can add a question about pronouns such as: "What are your gender pronouns?" or "Which pronouns do you use?" You can also ask what name they use. This sends a message to them that you want to know their accurate name and pronouns and it gives you the information you need to get it right. You should also ask whether it's okay or not to use their name and pronoun in communication home to parents and family members and during parent-teacher conferences. Keep in mind that some students may not disclose this information to some or all family members.

Model Inclusivity

If you know students' correct pronouns and names, use them in class and do not rely on "official" or roster information. You can act as a role model by sharing your pronouns and using them when introducing yourself. Be careful not to make assumptions about someone's pronouns and name and at the same time, be sensitive to students who may not feel ready or comfortable to disclose this information. If you make a mistake in using the wrong name or pronoun, quickly self-correct and move on. Similarly, if another student or adult uses an incorrect name or pronoun, make the correction and continue the conversation. Don't dwell unnecessarily on it, which could inadvertently make the student feel more uneasy.

One-on-one Conversations with Students

If you do not address names and pronouns in a survey or another way, students may talk with you individually outside class about their name or pronoun. Listen to what they say without judgment, ask clarifying questions and let them know you will correctly use their name or pronoun. As stated above, the best way to ask is: "What are your gender pronouns?" or "Which pronouns do you use?" Be mindful that some students may not disclose this information at home so it's helpful if you sensitively ask whether their name and/or pronoun should also be used in communication home to family members.

Discussion Starters

There are a few ways to start a discussion about the use of pronouns. Always be mindful not to single anyone out and don't engage in a class discussion if you feel it would increase the discomfort, rather than minimize it.

One way is to have students read an article about the history of the pronoun "they" such as A Brief History of Singular "They" or Even the staunchest grammarians are now accepting the singular, gender-neutral "they." Or you can have students read something like Here's Why Gender Pronouns Are So Important. There are also short videos that can serve as conversation starters about pronouns such as Why Gender Pronouns Matter or Why Pronouns Matter For Trans People. After you read or watch, ask open-end discussion questions like: What are your thoughts and feelings about what you read/watched? What did you learn that you didn't know before? How are you thinking differently about this now? You could also assign a reflective writing assignment or a "quick write" to have students express their thoughts.

Confidentiality

Always be aware that while students may share their pronouns and name with you, this doesn't mean they have shared it with other teachers, students, friends or family members. If you have the opportunity, ask students whether their pronouns and name should be used in communication home to parents or not. And don't share this information without express permission from the students themselves.

List of Pronouns

Below is a list of pronouns. This is not a comprehensive list and other pronouns, or no pronouns at all, might be preferred by some transgender people. Be mindful that cisgender as well as transgender, gender non-conforming and non-binary people may use any of these pronouns.

Feminine: She, her, hers Masculine: He, him, his Gender Neutral: They*, them, their Gender Neutral: Ze, zir, zirs Gender Neutral: Ze, hir, hirs

* Many dictionaries have recognized "they" as a singular pronoun for years, including Oxford English Dictionary, Merriam-Webster's Dictionary and dictionary.com

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Let's Get It Right: Using Correct Pronouns and Names

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We use people's pronouns and names frequently and in regular, every day communication, both verbally and in writing. We do it almost without thinking. Because names and pronouns are the two ways people call and refer to others, they are personal and important. They are also key facets of our identity.

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Citation: Scharf, A. (2016). Critical practices for anti-bias Education. Southern Poverty Law Center.

When searching for practices for anti-bias education the Southern Poverty Law Center is a resource that everyone should be aware of. This book is not only a great tool to be used in all levels of education, it also gives specific standards that can be taught. These can be used to inform the methods of instruction used to ensure that students see the information from multiple perspectives.

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Citation: Martinez, R. (2021, June 22). 5 effective teaching practices for students in inclusive classrooms. Think Inclusive. Retrieved April 3, 2022, from https://www.thinkinclusive.us/post/5-effective-teaching-practices-for-students-in-inclusive-classrooms

One of the points that this article emphasizes is the use of Universal Design for Learning to make sure that students can engage with the material you are trying to teach. Ensuring that students with disabilities are able to participate can be an important factor in their academic success.

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5 Effective Teaching Practices for Students in Inclusive Classrooms

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5 Tried and Tested Practices for Students in Inclusive Classrooms

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Citation: Ferlazzo, L. (2021, December 6). Anti-racist teaching strategies for predominantly White Schools (opinion). Education Week. Retrieved April 3, 2022, from https://www.edweek.org/leadership/opinion-anti-racist-teaching-strategies-for-predominantly-white-schools/2021/12

This article hit home for me as someone who grew up in a predominantly white area. I found the section of the article about teaching and building a shared vocabulary. the article is in reference to 6th grade English, but it can be useful for any subject. When discussing certain periods of history, especially when dealing with race or slavery, establishing a shared vocabulary that your students can draw on could be helpful for them to be able put their own experiences into words.

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Anti-Racist Teaching Strategies for Predominantly White Schools (Opinion)

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Creating common vocabulary and safe places for students and strengthening their critical-analysis skills support anti-racist teaching.

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Citation: Human Rights Watch. (2020, May 27). "like walking through a hailstorm". Human Rights Watch. Retrieved April 3, 2022, from https://www.hrw.org/report/2016/12/08/walking-through-hailstorm/discrimination-against-lgbt-youth-us-schools

I included this article as it reminded me of some of the information that we encountered during the anti-bias quiz that we took. According to that quiz 84.5% of LGBTQ+ students reported that teachers did nothing to stop harassment they receive. While this article may not have many strategies for as far as classroom teaching it more deals with being aware of how these students are treated. One thing that the article does suggest is that all schools need to document incidents of harassment for LGBTQ+ students. As a teacher it should be important that we treat these students fairly and ensure that they are safe in our classrooms.

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This report documents a range of problems facing LGBT students. The concerns include bullying and harassment, exclusion of LGBT topics from school curricula and resources, restrictions on LGBT student groups, and discrimination and bigotry from both classmates and school personnel on the basis of sexual orientation and gender identity.