Teacher Resources for Supporting Students with Disabilities
Common Myths About Teaching Students with Disabilities
"General education teachers are not capable of teaching students with disabilities.
Only special education teachers know the specialized approaches that are effective for teaching students with disabilities.
Specialized instructional approaches are beyond the capability of general education teachers within the context of a regular class.
Special education is synonymous with a place, such as a resource room, special education class, or special education school.
Curriculum content and grade level placement are synonymous; in other words, all children placed in a fifth grade class must do "fifth grade level" work."
Introducing a New Mindset for Teaching Students With Disabilities
"Qualified general education teachers with inclusive attitudes and appropriate supports can successfully teach students with disabilities, including those with severe disabilities.
The principles of teaching and learning are the same whether a student has a disability label or not, although these principles may need to be applied differently, adapted, or used more systematically for some students.
Just as many instructional approaches used by special educators are effective when used with students without disabilities, many instructional approaches that are effective within general education can also be effective for students who have special educational needs.
When general education teachers expand their skills to address the diversity presented by their students with disabilities, they often learn skills that improve their teaching for all students.
Special education, namely, specially and individually designed instruction, is a service, not a place. It is portable and therefore need not be bound by location.
Grade level placement and curriculum content need not be synony-mous. Rather, grade level placement and curriculum content can be independent of each other. For example, in a fifth grade class, while most students might be pursuing what people think of as "fifth grade" curriculum (knowing that varies from place to place), some students will be pursuing individually appropriate curriculum content that is below or above that level through the use of multilevel instruction or curriculum overlapping (both are discussed later in this chapter).
We need to change the way we think about educating students with disabilities so that, regardless of what positive intentions we might have, our actions (e.g., to include or not) are not considered a
"favor" to students with disabilities or their families. Appendix A to Part 300 of the Code of Federal Regulations (34, CFR 300) (March 12, 1999) states: "IDEA presumes that the first placement option considered for each disabled student by the student's placement team, which must include the parents, is the school the child would attend if not disabled, with appropriate supplementary aids and services to facilitate such placement."
Excerpt from Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers by Suzanne E. Wade
Accommodations and Modifications Make Your Lessons Accessible for Students with Disabilities
Accommodations and modifications are two types of adaptations made in an Individualized Education Program (IEP) to support students with disabilities. While they may seem similar, they serve different purposes.
Accommodations are changes that help students overcome or work around their disability. They do not change the content of instruction or the expectation level; instead, they provide alternative ways for students to access information and demonstrate their knowledge and skills. Accommodations level the playing field without changing the game.
Examples of accommodations include:
Presentation Accommodations: These change how instruction and information are presented. Examples include using larger print, reading text aloud, or using visual aids.
Response Accommodations: These allow students to complete assignments or tests in different ways. Examples include allowing verbal responses, using a computer, or permitting extra time.
Setting Accommodations: These involve changing the location or conditions of instruction. Examples include preferential seating, testing in a quiet location, or small group instruction.
Timing/Scheduling Accommodations: These change the time allowed for learning, task completion, or testing. Examples include extended time, frequent breaks, or varying the time of day for specific subjects.
▶ USE THE ACCOMMODATIONS SEARCH TOOL
Modifications, on the other hand, change what a student is taught or expected to learn. They alter the curriculum or standards that apply to most students. Modifications create a different standard for a student with an IEP.
Examples of modifications include:
Curriculum Modifications: These change what a student is expected to learn, often by reducing the complexity of the content. Examples include teaching key concepts rather than the full curriculum or using simpler texts.
Assignment Modifications: These change the assignments a student must complete. Examples include fewer or shorter assignments, simpler tasks, or alternate projects.
Testing Modifications: These change how a student's knowledge is assessed. Examples include simpler test items, fewer test questions, or alternate forms of assessment like projects or presentations.
In summary, while accommodations change how students learn, modifications change what they learn. Both are essential tools in creating an inclusive learning environment that meets the diverse needs of all students.
References:
https://www.understood.org/articles/en/accommodations-vs-modifications-whats-the-difference
https://ldaamerica.org/types-of-accommodations/
https://www.understood.org/articles/en/the-difference-between-accommodations-and-modifications
https://www.parentcenterhub.org/modification/
How Structuring Your Lessons with a Universal Design for Learning Framework Helps You Effectively Teach All Students
Universal Design for Learning (UDL) is a research-based educational framework that helps teachers create flexible learning environments to accommodate individual learning differences. UDL proposes that, instead of adapting or retrofitting an educational environment to accommodate students with disabilities, it should be designed from the outset to meet the needs of all students.
UDL is based on three primary principles:
Multiple Means of Representation: This principle focuses on presenting information in various ways to cater to different learning styles. For example, teachers could use graphs, images, videos, and text to explain a concept, thus supporting students who learn visually, auditorily, or through reading.
Multiple Means of Action and Expression: This principle suggests providing learners with various ways to interact with learning material and express what they've learned. For instance, students could show their understanding of a topic via a written essay, an oral presentation, a video, a drawing, or a model.
Multiple Means of Engagement: This principle emphasizes stimulating interest and motivation in different ways. For example, teachers could allow students to choose their own research topics, incorporate games into lessons, or use real-world examples that relate to students' lives.
By implementing UDL, teachers can create a more inclusive classroom that caters to a broad range of learners, including those with disabilities. It allows for flexibility in teaching methods, assessment tools, and resources, ensuring that every student has an equal opportunity to succeed.
For example, in a history lesson about World War II, a teacher might provide information through a combination of a textbook (for reading), a documentary (for visual and auditory learning), and a guest speaker (for interactive, experiential learning). Students might then be given the option to demonstrate their understanding through a written report, an oral presentation, or a creative project, such as a diorama or short film. To engage students, the teacher might incorporate a game about key events or allow students to explore aspects of the war that most interest them.
In this way, UDL empowers teachers to support all students, including those with disabilities, by creating a flexible, inclusive learning environment that accommodates diverse learning styles, interests, and abilities.
References:
https://www.cast.org/impact/universal-design-for-learning-udl
Common Disabilities and Ways General Education Teachers Can Help
Dyslexia: This is a learning disorder that affects reading. Students often struggle with word recognition, spelling, and decoding. Teachers can help by providing reading materials tailored to the student's reading level, using multisensory teaching techniques, and giving extra time for reading-based tasks.
Attention-Deficit/Hyperactivity Disorder (ADHD): Students with ADHD may have difficulty focusing, following instructions, and completing tasks. Teachers can help by breaking down instructions into smaller steps, incorporating movement into lessons, and providing structured routines.
Autism Spectrum Disorder (ASD): ASD can affect social interaction, communication, and behavior. Students may struggle with changes in routine, sensory overload, and understanding social cues. Teachers can help by maintaining a structured classroom environment, using visual aids for instruction, and providing clear, concise instructions.
Dyscalculia: This is a math learning disability where students struggle with number sense, math facts, and computation. Teachers can help by using concrete examples and visual aids, providing step-by-step instruction, and allowing the use of calculators when appropriate.
Dysgraphia: This impacts writing skills. Students may have difficulty with handwriting, spelling, and organizing thoughts on paper. Teachers can help by allowing the use of computers or speech-to-text technology, providing additional time for writing tasks, and teaching organizational strategies for writing.
Speech and Language Disorders: These can affect a student's ability to express and understand language. Teachers can help by speaking clearly and slowly, using visual aids, and giving students ample time to respond in discussions.
Visual Impairments: These can make it difficult to read text, see visual aids, or navigate the classroom. Teachers can help by providing materials in large print or Braille, using auditory and tactile teaching methods, and arranging the classroom to allow for easy movement.
Hearing Impairments: These can affect a student's ability to hear instructions or participate in discussions. Teachers can help by wearing a microphone if available, ensuring the student can see the teacher's face when speaking, and providing written instructions.
Physical Disabilities: These can affect a student's mobility, coordination, and physical endurance. Teachers can help by arranging the classroom for easy access, allowing for additional time for tasks, and providing assistive technology if needed.
Emotional and Behavioral Disorders: These can affect a student's ability to regulate emotions, behave appropriately, and interact with others. Teachers can help by setting clear expectations for behavior, providing positive reinforcement, and teaching coping strategies.
Remember, each student is unique, and strategies should be individualized to meet their specific needs.
Photo by Taylor Flowe
Implementing Positive Behavioral Interventions and Supports (PBIS) in the Classroom
Positive Behavioral Interventions and Supports (PBIS) is a proactive approach to establishing behavioral supports and the social culture needed for all students in a school to achieve social, emotional, and academic success. As a teacher, implementing PBIS strategies can significantly improve the learning environment.
Understanding PBIS
Before using PBIS, it's crucial to understand its philosophy. PBIS isn't just a system for handling disruptive behavior; it's an approach that promotes positive behavior. It's about setting clear expectations, consistently reinforcing positive behaviors, and applying consequences that teach rather than punish.
Set Clear Expectations
Clearly define and communicate your expectations. These should be positive, easy to understand, and cover a broad range of behaviors. For instance, "Respect others," "Be responsible," and "Stay safe" are broad categories that encompass many specific behaviors.
Teach Expected Behaviors
Don't assume students know what's expected of them. Take time to teach these behaviors explicitly, much like you would an academic skill. Discuss what each expectation looks like in different settings (classroom, hallway, cafeteria, etc.), role-play scenarios, and provide examples and non-examples.
Reinforce Positive Behavior
Reinforcement is a key element of PBIS. Regularly acknowledge and reward students who meet behavioral expectations. This could be through verbal praise, tokens, or other rewards. Reinforcement should be immediate, frequent, and linked directly to the positive behavior.
Use Consistent Consequences
When students don't meet expectations, respond with consistent, predictable consequences. The goal is to help students learn from their mistakes, not simply to punish them. Consequences should be proportionate, respectful, and designed to teach appropriate behavior.
Collect and Use Data
Data collection is integral to PBIS. Keep track of behavioral incidents: when and where they occur, who was involved, and what happened before and after. This data allows you to identify patterns, monitor progress, and make informed decisions about interventions and supports.
Involve Families
Family involvement is vital for PBIS success. Communicate regularly with parents about PBIS, share the expectations, and let them know when their child is doing well. Encourage them to use similar strategies at home to provide consistency for the child.
Seek and Provide Support
Implementing PBIS is a team effort. Collaborate with other teachers and staff to share strategies, problem-solve, and support each other. If your school has a PBIS coach or team, utilize them as a resource.
Remember, PBIS isn't a one-size-fits-all approach. It requires ongoing monitoring, adaptation, and flexibility. With consistency and patience, PBIS can create a positive learning environment where all students can thrive.
Photo by Kenny Eliason
Watch video by clicking on image above ⬆️
How to Introduce Students with Disabilities to Their Typically Developed Peers in Middle School
Middle school can be a challenging time for all students, but it can be particularly tough for students with disabilities. Stigma, misunderstanding, and fear can create barriers. However, as educators, we have the opportunity to foster an inclusive and understanding environment. Here's how to introduce students with disabilities to their typically developed peers.
Foster an Inclusive Classroom Culture
Before introducing students with disabilities, it's crucial to establish a classroom culture that values diversity and inclusion. Discuss the concept of individual differences, emphasizing that everyone has unique strengths and challenges. Encourage empathy, kindness, and respect for all students.
Provide Education About Disabilities
To dispel myths and misconceptions, provide age-appropriate education about disabilities. Explain what a disability is and what it is not, and discuss various types of disabilities. Use simple, respectful language, and encourage questions. The more students understand, the less likely they are to stigmatize their peers with disabilities.
Facilitate Peer Introductions
When introducing a student with a disability, focus on the student as a person, not their disability. Share their interests, hobbies, and strengths. If the student is comfortable and it's appropriate, let them share about their disability in their own words.
Organize Cooperative Learning Activities
One of the best ways for students to get to know each other is through working together. Organize cooperative learning activities that require collaboration and teamwork. Ensure tasks are inclusive and accessible to all students.
Implement a Buddy System
Pair students with disabilities with typically developed peers. This peer-buddy system can help students with disabilities feel more comfortable and provide opportunities for friendship development. It also allows typically developed students to better understand their peers with disabilities.
Teach Communication Skills
Teach students effective communication skills to interact with their peers with disabilities. These might include using clear, direct language, understanding non-verbal cues, and demonstrating patience and kindness.
Encourage Extracurricular Participation
Encourage students with disabilities to participate in extracurricular activities. This provides additional opportunities for interaction with typically developed peers in a less structured, more social setting.
Address Bullying and Discrimination
Ensure your school has a robust policy against bullying and discrimination. Teach students about these policies and the importance of standing up against bullying.
Involve Parents
Engage parents in the process. They can reinforce at home the values and behaviors you're promoting at school.
Remember, creating an inclusive environment is an ongoing process. It requires patience, persistence, and continual reinforcement. But the benefits – an inclusive, empathetic, and diverse learning environment – are well worth the effort.
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