“My advice to other disabled people would be, concentrate on things your disability doesn’t prevent you doing well, and don’t regret the things it interferes with. Don’t be disabled in spirit as well as physically.” --Stephen Hawkings
Remember that often what can be used for ELL can also be used for students with disabilities, so read both lists.
ELL students bring global perspective to disability. They can...
Interview people with disabilities from their own culture.
Use Google Translate to take the vocabulary words on the home page and type in disability and [vocabulary word] to find sources in their own language.
Share and use these sources to explain multicultural viewpoints of disability allowing students to see this as a global issue, but remember that one child does not speak for a whole culture.
Circulate through class and check for understanding with thumbs up/down or traffic lights (red, green, yellow circles) on tables.
Maintain vigilance over artifact links in reflection logs as these help identify progress.
Allow for extended wait time for questions.
Use mini lessons and scaffolding folders.
Communicate with the EL teacher.
Due to the nature of the project, heterogenous teams are encouraged.
Explain rubrics at the beginning to increase focus. Reflection assessed by ability level.
Add calendars, goals, progress monitoring and to-do lists to aid in organization.
Allow a multitude of resources for ability level and interest. Use videos with CC.
For decreasing reading level, visit Rewordify and copy the text into the box.
Annotated bibliography forms are differentiated by color. Begin with yellow and increase.
Mini lessons are used to support learning, but the larger lessons should be taught prior to project.
Small conferences allow students to get personalized feedback.
Use scaffolding folders with graphic organizers, sentence frames, calendars, etc.
Be sure to follow all accommodations.
Make sure instructions are explicitly stated, written, and check for understanding with a thumbs up/down or other methods.
Allow for extended wait time for questions.
Communicate with the special education, resource, or inclusion teacher.