Classroom Environment

In High School - Resource Room

Building Confidence, Understanding, and Self-Advocacy

I believe students should understand their disabilities, recognize their strengths, and feel confident asking for the support they need. When I began this position, many of my students had never attended an Individualized Education Program (IEP) meeting and were unfamiliar with the information in their own IEPs. Making students active participants in their education has become one of my priorities.

Through direct instruction, guided conversations, and accessible materials, I help students learn about their learning needs, accommodations, and the purpose of each part of their IEP. My goal is for students to share their perspectives, help shape their goals, and participate meaningfully in their meetings. These experiences also help prepare them to explain their needs and advocate for support in college, the workplace, and everyday life.

I am also working to build a classroom culture where students feel comfortable receiving special education services and using the resource room. I want students to see support as a tool for success and to understand that a disability is one part of who they are—it does not define their potential. One way I have supported this work is by taking students to the Catch the College Wave event through South Dakota’s Transition Services Liaison Project (SD TSLP). Opportunities like this connect our classroom learning to students’ futures and reinforce the importance of understanding their needs, using available resources, and speaking up for themselves.

Understanding My Disability - Student Handouts

TSLP

Putting Self-Advocacy into Practice

I use “Understanding My Disability” worksheets to guide students in exploring their strengths, learning needs, and accommodations. These materials support conversations about how students learn and help them practice explaining what support works for them. This gives students a starting point for sharing their input during IEP meetings and advocating for their needs beyond high school.

Creating a Positive Culture Around Support

I use the “Learning Disabilities Are Like Glasses” poster to help students view accommodations as useful tools for learning. Just as glasses help people see, accommodations help students access learning and demonstrate their knowledge. This analogy opens conversations about learning differences, helps reduce embarrassment around receiving support, and reinforces that using help is a strength. My goal is to create a classroom where students feel accepted, understand their needs, and feel confident advocating for themselves.

To extend this message beyond my classroom, I emailed staff to share the language I use around learning differences, accommodations, and receiving support. This helps us communicate a consistent, positive message and gives staff another way to support students’ confidence and self-advocacy. I also share posters I have created, with the help of AI, for teachers to use in their classrooms, encouraging a schoolwide culture of inclusion and respect.

Building Responsibility Through Weekly Check-Ins

Each week, students review their grades, identify missing work, and make a plan for completing assignments. I believe students should take an active role in tracking their progress and responsibilities. Rather than keeping a separate assignment list for each student, I teach them to use the information provided by their classroom teachers. With guidance and support, students practice prioritizing tasks, communicating with teachers, and following through—building independence for life beyond high school.

Making IEPs Accessible to Students

I provide students with printed copies of their IEP goals and accommodations so they can access and understand the information that guides their learning. We put these in their binders and access them throughout the school year. We use these materials to discuss what they are working toward, how their accommodations support them, and when they may need to ask for help. My goal is for students to become familiar with their own plans and grow more confident participating in IEP meetings and advocating for their needs.

Building Independence Through Student-Chosen Planners

I help students explore and choose a planner that fits their needs, including digital tools such as Google Calendar and MyStudyLife. Students practice recording assignments, tracking deadlines, and using reminders to manage their responsibilities. Through regular check-ins, we reflect on what is working and make adjustments as needed. My goal is for students to develop an organizational system they can use independently in high school, college, and the workplace.

*Picture above is an example, but not a real student calendar.

Including Students in Decisions About Their Support

I involve students in conversations about where and how they receive support, including barriers that may make accepting help difficult. Recently, a student expressed discomfort receiving specially designed instruction in the general education classroom and was declining support. After reviewing classroom data and communicating with the student, family, and teacher, we amended his IEP to provide those services in the resource room. Listening to students’ perspectives helps us address barriers while giving them practice expressing their needs, discussing options, and advocating for support they feel comfortable using.

Looking Ahead: Student-Led IEP Presentations

A future goal for my study skills class is to create a presentation assignment that prepares students to share their strengths, interests, learning needs, accommodations, and goals at their IEP meetings. I hope to begin with the expectation that juniors and seniors present a portion of their own meetings, with guidance and practice during class. This would give students a structured opportunity to share their perspectives, take greater ownership of their education, and build confidence explaining their needs as they prepare for life after high school.

Elementary Resource Room

Creating a Positive and Supportive Classroom Environment

In my elementary resource room, I worked to create a welcoming, predictable environment where students felt supported as they developed academic, social, and behavioral skills. Through a Positive Behavioral Interventions and Supports (PBIS) check-in/check-out system, I provided regular opportunities for students who needed additional support to review expectations, set goals, and reflect on their progress throughout the day. Visual reminders reinforced expectations, while specific feedback and positive reinforcement helped students recognize their successes. I tracked progress to identify patterns, adjust supports, and celebrate growth, with the goal of building students’ confidence and independence.

5th Grade Inclusive Classroom

I decorated my room with planets before we started our last science unit which covers the sun, stars, and planets. We are also having the Star Lab come to our school for an unique learning experience.

This is one type of flexible seating option that I have offered in past classrooms. Wobble chairs are great for kids who like to tilt their chairs.

Physical Environment

Flexible seating is utilized in my classroom to help kids focus. You will often see kids sitting around the room rather than their desks. I also use clipboards and sit desks in the classroom for kids who prefer to be on the floor.

In my room, I like to either have the light dimmed, use light covers, or use lamps. This creates a more warm, calming environment and helps kids from sensory distress.

I try my best to keep an organized classroom library so that kids can find the books they need but also to limit distractions. My last classroom library was sorted by pictures on the bins that matched pictures on the books. My classroom helper, was in charge of putting books away in the correct spot.

Fidgets

Fidgets are used to help kids focus. In my classroom, students can choose when they need to use them. Students are taught what it looks like to use them as a fidget and not as a toy.

Noise Cancelling Headphones

These a set out in my classroom for any kids to use that need them. Perfect for kids who need quiet to focus.

Weighted Items/Hugs

I use the "hug" language to describe to kids when I notice they could use a weighted item or deep pressure. Deep pressure can be helpful to kids with lots of energy, kids who are already seeking it (stomping, kicking, jumping, etc.), and kids who are angry or emotional. When deep pressure is applied to the body through hand squeezes, weighted items, compression clothes/socks, wall pushups, and more, a release of dopamine and serotonin causes a body to relax and calm. These are often referred to as the "feel-good" neurotransmitters of the brain. Teaching kids to know when they need something like this, helps them learn self-regulation.

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