Collaborate with the teacher to make sure the academic work is at the “Goldilocks Level” of difficulty—not too easy or mundane, but not too hard or complex for them.
Advocate for increasing the amount of one-on-one or small group breakouts online for individualised support. Remember that connection with teachers fuels engagement, and, yes, this can be done online.
When it comes to academics, strive for quality over quantity. If your child can demonstrate understanding with five math problems, then they may not need to do all 10 assigned. Collaborate with the teacher on modifying the volume, but not complexity of the work.
You can also inquire if there are options for modified assignments that meet the same learning target (e.g., an oral report instead of a written report, a project that shows understanding of a science concept instead of reading about it in a textbook). It’s not about reducing the academic rigor, it’s about helping your child continue to access the curriculum right now in these unusual circumstances.
If your teen struggles with reading, getting her to sit down and actually do it can be challenging. But it doesn’t have to be a battle. Use these strategies to encourage her to read more.
Make explicit connections between your child’s ability to read and her future options in life. If she’s thinking about college or her career path, have open, honest discussions about the ways reading might be necessary for her success. Find role models who struggled with dyslexia, but persevered and came out on top.
The best way to encourage your child to read is to allow him to read whatever he finds engaging, whether it’s comic books, cookbooks or sports biographies. Reading is reading. Avoid any urge to be critical of his reading choices.
If your child struggles with reading in high school, it can be challenging to find high-interest books at her reading level. Look for books that specifically target reluctant teen readers such as those offered through. It’s also a good idea to let your child use assistive technology that makes reading easier, such as audiobooks. Getting practice with an accessible text is better than giving up on a traditional book that is geared for more advanced readers.
The best way to create a culture of reading in your home is to read as much as possible. The more your child sees you reading, the more likely he/she is to follow suit. This doesn’t change once your child enters high school. Teens are even more resistant to any message that implies do as I say, not as I do.
Talk in meaningful ways about what your child reads. Ask questions and talk frequently about what has been read can help in more ways than one. For example, if your child has dyslexia or ADHD, he/she may prefer talking about a story to reading it.
Readers who get hooked on the first book in a series can follow the same characters or themes through many more books. For teens with learning and thinking differences, starting a new book can be daunting. But the familiarity of a series can make it easier to understand the text and can reduce the negative feelings associated with starting a new reading task. Find the right characters or themes, and even reluctant readers will be eager to pick up the next book in the series.
By high school, your struggling reader may have lost her motivation to work on reading skills. But you can encourage her to stay engaged by looking for ways to connect reading to subjects that are relevant to her. For example, if your teen is a reluctant reader who wants to work with animals, make it clear how important reading will be to learn more about veterinary science.
Louise Baigelman, MEd is the executive director of Story Shares, which distributes high-quality stories for teen and adult beginning readers.
Coping with Zoom Fatigue
“Zoom fatigue” is real, but particulary for young people with additional needs. Having to maintain constant eye contact, avoid the temptations of other tabs in a browser, and process visual information all day is a real strain on attention.
There is also a significant lack of real-time feedback for students. Whereas in the classroom, the teacher would be able to give individualised nonverbal cues, such as eye contact, a smile, a thumbs up, or a gentle hand on a shoulder to return children to focus, this is challenging over computers. If you see your child struggling, here are some tips to support their attention:
If you can’t sit next to your child while they are on Zoom all day, periodically check in and give encouragement, praise, and nonverbal support (a simple smile from across the room will do!). Try to “catch them” being focused and give acknowledgement.
Observe how long your child is typically able to focus on Zoom (10 minutes? 30 minutes? An hour?) and provide this feedback to your school team. If your child is really not able to focus for the expected length of “synchronous” time (time online with the teacher live), advocate for “asynchronous” learning time (on their own, off Zoom). This may look like being given a special hands-on project or modified work that they can do with a parent, off Zoom, and then share with the teacher later for feedback.
Allow movement and frequent breaks. Your child may focus better with a wiggle cushion, fidget toy, or while doodling on a whiteboard. They may need to use Bluetooth earbuds so they can listen and move about. If your child needs to turn off the video to take a refocusing break, make sure that they have collaborated with their teacher about how they access this break (e.g., send a private message in chat, raise their hand virtually, etc.).
Disrupted routines and ongoing uncertainty can affect all children but this can be particularly felt by children and young people with additional needs. That means that some days things just won't be peachy.
On days when the tasks are too hard and the school work doesn't get completed, when the learning area at home looks more like a war zone than a pinterest worthy homeschool space, give yourself and your child grace. Take a break, a breath, a walk or a treat and try again tomorrow.