# data[].attributes.attachment_link.readable_text
Using ideas from Universal Design for Learning with all students can make classrooms more welcoming for those with learning disabilities.

©Shutterstock/Monkey Business Images

Humans have a tendency to fall into patterns of behavior. For teachers, that means that if we're not careful, we begin to teach things the same way every year. This is comfortable for us, but it can result in a rigid curriculum that may not work for all students-and traditional classrooms are curriculum-centered already, not easily adapted to the differing needs of individual students. Instead, students are required to adapt to the curriculum.

As a special education teacher, part of my job was helping students who had a diagnosed learning disability access the general education curriculum, so I frequently found myself co-teaching with a math or English teacher. When students with learning differences are placed in the general education classroom, they often receive accommodations and services. However, when those accommodations are paired with-and constrained by-a traditional, rigid curriculum, the result can be the opposite of inclusion, in my experience.

Teachers in this situation may become frustrated because trying to accommodate each child individually creates a lot of stress and often an unmanageable workload. Another issue I saw at the middle school level is that despite teachers' best efforts, students with learning differences often feel singled out, and as they get older they may reject accommodations in order to fit in-even though that means forgoing supports that could help meet their learning needs.

The majority of students need something different, but how can you design a curriculum that works for all students-and for the teacher?

In working together, the general education teacher and I would work out ways to flex and adapt our teaching styles to fit our students' needs. As a team, we modified our instruction based on what worked and what didn't. We used what we learned to design instruction that could change based on students' needs.

All of this work was based on the well-known, flexible model called Universal Design for Learning, which can be used in any classroom to make instruction more accessible.

3 Ways to Implement Universal Design for Learning

1. Teach content in many ways: In a traditional classroom, planning for the lesson is done with the "typical" student in mind. Often, there is one way for all students to learn the material, such as a lecture or a slide presentation.

Instead, try to plan the lesson with all students in mind. Survey students to find out what they already know and questions they have about the new topic. Use that information to scaffold instruction and make lessons more relevant to students. You can also vary the methods that you use to deliver the direct instruction portion of your lesson-try showing a demonstration or video clip for one lesson, and have students participate in stations or listen to a podcast for another.

If possible, use more than one modality within a lesson, and think about supports that students may need for learning. If students are moving around the room, have clearly defined procedures and a goal at each learning center. If they're listening to you or a podcast, it may be helpful to provide an outline where they can add notes or sketch visuals while they listen. If they're reading texts, you can allow them to partner read or use technology to adjust the font and text size.

2. Provide choices to sustain student engagement: Allow students to choose an activity. For guided practice, they could decide whether to answer questions independently and receive feedback, play a game, do a role play, or practice in a group. To demonstrate their understanding of a concept, they could decide whether to create a poster or construct a model, write a paper, make a video or podcast, or do a presentation. Making choices allows them to relate to the content in a way that sparks their interest.

Teachers can often offer students other choices in the classroom, beyond instruction. For example, you may be able to provide flexible seating, allowing students to choose a quiet area of the classroom to finish up an assignment on their own, or to sit at tables for group work, or to grab a seat at a computer to watch a video, print a new worksheet, or read a digital textbook.

3. Provide accommodations for all students: Instead of providing accommodations only to students with an IEP or a 504 plan, think about accommodations that such students frequently need and make them available to all students.

For example, if you often have students who need a copy of the notes, using a site like Blackboard or Google Classroom to post each slide presentation and assignment makes it easier for everyone to access those materials. Students who are absent, lose their copy, or have trouble taking notes can use the online notes and documents. Having documents available online also makes it easier for parents, special education teachers, and paraeducators to help students without making extra work for the teacher.

Another example would be teaching students to use a free text reader like the Read and Write extension for Google Chrome or a voice-to-text tool like those available in Google Documents. Students may choose not to use them, but they're a good option for students who happen to retain information better when they hear it or who have a disability that interferes with writing.

Universal Design for Learning allows instruction to become student-centered by creating a more welcoming and flexible classroom environment and a curriculum that is more accessible to all students. Flexible instruction should lead the student to be more personally accountable for their learning: Instead of the teacher expecting all students to learn in one way, the student sets their own goals for how they will learn the required material.

The student becomes an expert not just on the content but on how they learn. Once the content has faded from their memory, this is the skill that will allow them to acquire the knowledge necessary for whatever endeavor they decide to pursue.

# data[].attributes.attachment_link.title
Ensuring That Instruction Is Inclusive for Diverse Learners

# data[].attributes.attachment_link.description
Using ideas from Universal Design for Learning with all students can make classrooms more welcoming for those with learning disabilities.

# data[].attributes.attachment_link.readable_text
Using video lessons and an instructional avatar creates an inclusive educational experience for students with autism spectrum disorders.

In the age of digital literacy, educators have to find balance between traditional teaching methods and the integration of digital materials. The balance is particularly important for students with disabilities.

One useful technological tool that research has shown is effective is video-mediated instruction (VMI). VMI capitalizes on the visual processing strengths of students with autism spectrum disorders. VMI helps to seamlessly integrate direct instruction and video modeling techniques. Video modeling is an evidence-based teaching method whereby an individual watches a video of someone completing an activity and imitates the activity.

All of the students at our school, the Center for Discovery, have been diagnosed with intellectual/developmental disabilities and complex medical conditions, secondary to a diagnosis of autism spectrum disorder. The students, ages 5 to 21, thrive in highly structured, predictable environments. Changes in schedule, location, or instructor cause a significant increase in anxiety, often resulting in behavioral overreactions of avoidance or, in some cases, aggression.

A traditional science fair would overwhelm our students' sensory systems, but we used VMI to create a virtual science fair for an individualized, inclusive, and collaborative learning experience.

Creating the Fair

The virtual science fair consists of a series of lessons and labs that can be accessed at any time using a tablet, computer, or interactive whiteboard. Each experiment addresses a different topic, and teachers have the flexibility of accessing the labs collaboratively or at their own convenience.

Using a free web service, we created a teacher avatar who captivates the audience and introduces the experiment for each lab. The virtual teacher provides directions to the class and guides them through each step of the procedure.

The video clips incorporate multiple video modeling techniques. We used basic modeling, or a recording of someone other than the learner engaging the skill, as well as point-of-view modeling, where the target skill is recorded from the perspective of the learner. We also used video prompting, which breaks the task into smaller steps with built-in pauses for the learner to watch and practice.

Timing and Pacing

Step-by-step guidance in each lab includes built-in pauses to allow the learner to easily follow along. By chunking the video, the teacher is able to reduce the cognitive load as the learner processes information. This provides the student with additional time to complete each step.

We embedded question-and-answer segments into the video using the free web service Edpuzzle. Participants can be prompted to answer multiple-choice, short-answer, or fill-in-the-blank questions throughout the activity. The video will not continue until the student chooses the correct response. Students are able to replay sections of the video lesson and try again if they answered incorrectly. The results of these questions can be sent to the teacher, providing additional progress monitoring opportunities.

A virtual lab experience motivates students by providing clear and concise directions. It increases students' attentiveness and independence. Each step of the experiment has a concrete beginning and end, taking away some of the ambiguity that can occur when teaching abstract concepts and higher-level thinking skills.

Students are able to see each step clearly and replay the step if needed for further explanation. The lessons provide flexibility in the classroom and school that would not otherwise be possible. Teachers are able to pause and resume the lesson as well as play and repeat to practice skills.

Including Everyone

Today's classroom includes many differences in learning styles and abilities. Differentiation within a lesson is often achieved by grouping students by level. The virtual science lab provides an equalizer, as students can work in groups regardless of level, following along with the same video and lesson and then completing assessments that address individual needs in individual devices. This makes it possible to group students together regardless of ability.

VMI fosters additional opportunities for social development in the classroom. For students with social anxieties typical with the diagnosis of autism spectrum disorders, it can be challenging to attend to a live person or make eye contact. With VMI, the student is able to focus on the avatar and video, which allows the lesson content to become the focus. This further fosters social development by giving students the opportunity to work side-by-side or in a group. For many students, this may be a comfortable way to build up tolerance for social interaction and form friendships.

The Teacher's Role and Growth Mindset

In contrast to a traditional lesson where the teacher demonstrates and explains the experiment, in VMI the avatar fulfills this role. The teacher can foster a greater sense of self-efficacy by supervising students and providing assistance or prompting as needed. Students follow along with the lesson with greater independence and improved self-esteem.

Without VMI, students often rely on prompting and encouragement to move through each step of a lesson. VMI avoids prompt dependency by giving even the most reluctant students time to complete each step. Video mediated activities give students the opportunity to make mistakes and learn from those mistakes during the lesson. Allowing students to analyze their own outcomes and persist through challenges helps cultivate a growth mindset. When the avatar takes the stage, teachers can focus on celebrating even the smallest successes and the frequency of all achievements.

# data[].attributes.attachment_link.title
The Benefits of Video-Mediated Instruction

# data[].attributes.attachment_link.description
Using video lessons and an instructional avatar creates an inclusive educational experience for students with autism spectrum disorders. In the age of digital literacy, educators have to find balance between traditional teaching methods and the integration of digital materials. The balance is particularly important for students with disabilities.

# data[].attributes.attachment_link.title
Autism Bluebee TeeVee EP1 |   What is Autism?

# data[].attributes.attachment_link.readable_text
Speech is an integral part of being human, and while it comes naturally and easily to the majority of the population, language is not so effortless for some. Luckily, when speech disorders are caught early in childhood, it is much easier to make improvements than when neglected with the hopes that the child will "grow out of it".

The majority of elementary teachers are aware that they should be on the lookout for children who might benefit from speech services, but it is not always obvious what to look for. Especially with the range of different speech pathologies, one student's problem may look nothing like another's, though both may be suffering from a speech disorder. There are, however, some common signs, so watch for them. This increases the chances you'll get a kid to a speech therapist in plenty of time to help.
Common Speech Development Issues
Numerous speech and language disorders exist, stemming from physical conditions to learning and behavioral problems. According to the American Speech-Language-Hearing Association, speech problems can be broadly categorized into speech disorders, language disorders, and medical and developmental conditions.

An example of a speech disorder include childhood apraxia of speech (CAS). This is where the brain has trouble planning out the movements required to form the sounds of language, or stuttering, which is produced by "disfluencies" in the brain and results in broken, repetitive words and prolonged speech sounds.

Language disorders affect children differently. Rather than having trouble producing specific sounds or words, they typically have trouble comprehending and producing speech as a whole. With a preschool language disorder (which may still be present in Kindergarten), a child may not be able to follow directions well or understand gestures, and can also have trouble identifying objects or images. A language-based learning disability may mean a child can communicate verbally fairly well, but struggles to read and form words by sounding them out phonologically. Selective mutism is when a child can speaks quite well, but does not do it in some situations.

Possible medical and developmental conditions include autism, Attention Deficit/Hyperactivity Disorder (ADHD), and brain injury. Medical problems such as a cleft palate can also impact speech.
Signs of a Speech Disorder
Normal speech development in children follows a predictable course. Signs that your student may have a speech disorder, therefore, vary by age. Although as an elementary school teacher you won't be diagnosing children younger than 5 years old, you should still know the signs of normal speech development in the case parents ask and so you can gauge the severity of development.

According to the Center for Parent Information and Resources, problems with the following four categories may indicate a speech disorder in any age:

Voice: The child's voice is abnormally high or loud

Language: The child has trouble conveying ideas and understanding the ideas or instructions conveyed by others

Articulation: The child produces sounds incorrectly, like subbing "w" in for "l" and "r" or lisping

Fluency: The child has trouble mastering the normal "flow" of language, stopping and starting, repeating, prolonging, or inhaling and exhaling inappropriately

Speech disorders may fall into one or more of these categories, so look for signs such as:

Parents can understand the child, but you cannot

Trouble putting words together into phrases and sentences, even if the student can say them clearly

Inability to express ideas or understand the ideas of adults, peers, books, videos, or other sources of speech

Trouble retaining new vocabulary words and routinely dropping ones that were already learned

Smaller vocabulary than is age-appropriate

Inappropriate use of grammar

Routinely using words incorrectly (though some incorrect word usage is developmentally appropriate)

Trouble using an "inside voice"

Hearing or seeing a word but not understanding the meaning

Confusion or inappropriate responses to questions or directions

Poor social interaction

Trouble reading

Signs will vary with age, but if you notice a student whose language comprehension and use of speech is significantly behind his/her peers, it may be time to refer him/her to speech therapy.
When to Schedule an Appointment
Err on the side of caution when it comes to scheduling an appointment with a speech pathologist and set up a meeting. Children benefit hugely from speech therapy if they have a disorder, and the earlier you can catch the problem the better for lifelong communication and learning. At most, the speech pathologist will assess the child and determine that he/she doesn't need help, so it's always best to suggest an appointment if you have any doubts.

Remember that each child is different. As the teacher, you have the most contact (aside from parents) with that child throughout the day and the year, and are in the best position to notice irregular patterns that may indicate a problem. For best results, keep a log of symptoms, involve the parents, and trust your instincts. Someday a child may thank you.

# data[].attributes.attachment_link.title
How to Tell if Your Student Could Benefit From Speech Therapy

# data[].attributes.attachment_link.description
Speech is an integral part of being human, and while it comes naturally and easily to the majority of the population, language is not so effortless for some. Luckily, when speech disorders are caught early in childhood, it is much easier to make improvements than when neglected with the hopes that the child will "grow out of it".

# data[].attributes.attachment_link.readable_text
It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

Redirect the student frequently and provide step by step directions - repeating when necessary.

Allow students to tape lectures.

Allow more time for the student to complete activities.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Setting Students With ADHD Up for Success

# data[].attributes.attachment_link.description
Students with attention-deficit/hyperactivity disorder benefit from these easy-to-implement strategies-and so do their peers.

# data[].attributes.attachment_link.readable_text
Brown helped pave the way for the Education for All Handicapped Children Act, signed into law in 1975 (enacted as the Individuals With Disabilities Education Act in 1997), which made it easier for students with disabilities to secure services and created opportunities for greater educational equity.

Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder, and the Americans With Disabilities Act allows it to be classified it as a disability. But getting an accommodation or special services based solely on an ADHD diagnosis is difficult-and unless students manifest "one or more specified physical or mental impairments," they're not considered disabled and are not eligible for services. Essentially, these kids are caught in the middle. Not necessarily minority, they're not part of the educational equity debate. Not necessarily disabled, they're ineligible for services.

Without accommodations and/or special education services, many students with ADHD don't thrive in the classroom. Betrayed by their bodies, these kids struggle with peer relationships, feel like failures, and are stigmatized. In 2012, the Centers for Disease Control and Prevention reported that 33 percent of all students with ADHD who didn't have a comprehensive therapeutic/educational plan failed out of high school.

But we as teachers have the power and ingenuity to create more effective learning environments for students with ADHD. Even if students don't have an individualized education program, we can create learning environments that foster greater productivity, order, and calm.

Making Learning Child-Centered

Child- or student-centered learning presumes that students who are drivers of their own learning will be more invested and motivated. It's a tenet of the constructivist learning theory first proposed by Jean Piaget, and it considers the learning styles, preferences, and interests of the student. It encourages incidental learning.

It's also a way to accommodate a child with ADHD. The teacher maps out goals and resources, and assumes a facilitator role. Students work in small groups, with a partner, or independently. Gaming, MOOCs, hands-on activities, small-group activities, webquests, and mini-lessons can all be integrated as resources.

Integrating Personal Development Into Lessons

Students with ADHD frequently lack skills required in the real world, including problem solving, time management, fiscal responsibility, personal accountability, communication skills, and public speaking. Teachers can integrate these skills into lessons. For example, students who need help advocating for themselves can learn how to present and sell ideas, market themselves, and communicate effectively through public speaking. Public speaking integrates oral presentation skills, research, storytelling, nonverbal communication, time management, problem solving, and speaking fluency.

Differentiating Learning and Encouraging Mastery

Differentiation and encouraging mastery are the basis of the Montessori method. Assess each child's learning style and design an individualized plan to accommodate that child. It's student-centered learning at its best, facilitated by the teacher and encouraging mastery, confidence, and enthusiasm-and students with disabilities do well with this method. In " What Works for Differentiating Instruction in Elementary Schools," Grace Rubenstein shows how this modification can be put into place.

Integrating Movement and Mindfulness Meditation

Children with ADHD are statistically quite bright. Unfortunately, their symptoms-distractibility, hyperactivity, clumsiness, impulsivity, nervousness, and poor focus and concentration-can undermine learning. To help them blow off steam and refocus, schedule some short movement sessions such as yoga, tai chi, Zumba, or a quick power walk. The exercise causes the brain to release endorphins, the so-called happy hormones.

Mindfulness meditation is also helpful. Scientific American reported that after an eight-week course of mindfulness meditation, MRI scans showed that participants' amygdalas, the brain's fight-or-flight center, shrank. It also showed that their prefrontal cortices, the area associated with executive function (concentration and decision making) became thicker. A report in Clinical Neurophysiology found similar benefits of mindfulness meditation in the treatment of ADHD. In one study, adults with ADHD showed marked improvement in mental performance, a decrease in impulsivity, and greater self-awareness after participating in a series of mindfulness meditation sessions.

Creating a Positive, Supportive Learning Environment

There are common practices teachers use to reduce classroom distractions. Seating a child with ADHD in the front row, away from doors and windows, is one approach. Jane Milrod, director of CHADD Princeton and an ADHD/executive function coach, strongly recommends mentoring programs. She advocates using a study buddy-a classmate who shows the student with ADHD the ropes. Knowing that one person is there to help him or her can empower a student with ADHD. The school becomes a less hostile environment.

A program through Eye to Eye, a national mentoring organization, places high school and college students with similar labels into schools to help students with ADHD develop their study, homework, communication, and peer interaction skills.

Documenting Whenever Possible

District policies do change, so students with ADHD may become eligible for accommodation and special services. Document whenever possible, and involve the parents in your strategies. Note any modifications made in the classroom and their effectiveness, and make recommendations toward creating educational equity when strategies that don't include special education are insufficient.

Most importantly, consider these strategies as fresh ideas. Teaching a child with ADHD is challenging, frustrating, and exhausting. New ideas can generate new energy. And that new energy can revitalize and bring hope to a child with ADHD.

# data[].attributes.attachment_link.description
Brown helped pave the way for the Education for All Handicapped Children Act, signed into law in 1975 (enacted as the Individuals With Disabilities Education Act in 1997), which made it easier for students with disabilities to secure services and created opportunities for greater educational equity.

# data[].attributes.attachment_link.readable_text
For many people, the term "disability" conjures up images of individuals with physical impairments. We need to think more broadly. It seems to me that anyone who is denied full access to information and ideas -- or the means to express themselves as individuals -- has a type of disability. This can include students with learning disabilities, students in remote areas, and students for whom English is a second language.

When people with disabilities connect with technology, barriers are broken and lives are transformed. Two years ago, in filming for our Learn & Live documentary, we met Leslie, a girl with cerebral palsy in Fort Worth who used voice recognition software to dictate feature articles for her school newspaper. The computer eliminated the barrier posed by the need to coordinate the movement of hands and to type at the keyboard. Leslie was liberated to share her innate intelligence and eye for detail in writing. Similarly, an interactive software program can help Eli to learn to read, despite a learning disability. And closed-captioned television programming can help ESL students learn English.

The impact of technology doesn't end with these students. It begins there. As technological tools help students with disabilities communicate with others, these students then enrich the lives of other students and teachers and the broader community around them. Leslie's article can be enjoyed by classmates and parents at her school. With the Internet, her story could conceivably be read by people around the world. Readers wouldn't know that the author has cerebral palsy, and it wouldn't matter. Students with disabilities are leading us to confront our own disabilities -- and to reflect on how technology is helping all of us achieve our true potential.

My hope is that one day, the classroom where students of varying aptitudes and abilities are working together will be the rule and not the exception. The name of a student's "disability" won't matter nearly as much as a student's gifts and aspirations. After all, when you think about it, we all have special needs.

# data[].attributes.attachment_link.title
We All Have Special Needs: Using Technology to Break Down Barriers

# data[].attributes.attachment_link.description
For many people, the term "disability" conjures up images of individuals with physical impairments. We need to think more broadly. It seems to me that anyone who is denied full access to information and ideas -- or the means to express themselves as individuals -- has a type of disability.