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Introduction
Introduction
This guide offers strategies for fostering an inclusive learning environment where all students regardless of learning preferences or support needs can thrive. Inclusive teaching isn’t about doing more; it’s about applying the same care, flexibility, and respect you already bring to your classroom, with an awareness of the full range of learners in your community.
ROAR scholars, like all students, contribute unique strengths, interests, and perspectives that enrich the learning experience for everyone. With your partnership, we can ensure every student feels valued, challenged, and supported.
Understanding IDD
Understanding IDD
What is IDD?
What is IDD?
Intellectual and developmental disability refers to lifelong conditions that affect learning, thinking, and daily living skills. Examples include autism, Down syndrome, and others. Students with IDD are not all the same. Like all students, they have unique strengths, needs, and learning preferences.
Understanding Learning Diversity
Understanding Learning Diversity
Students vary in how they process information, communicate, and participate in class. Some may benefit from clear routines and expectations, extra time or reminders, advance notice of changes, or alternative communication tools. These differences are part of natural learning diversity. Inclusive classrooms work best when this variety is supported.
What Students with IDD Bring to Class
What Students with IDD Bring to Class
Students with IDD often contribute:
Creative problem-solving
Strong attention to detail
Persistence and enthusiasm
Deep knowledge in areas of interest
Authentic perspectives that enrich discussion
Focusing on strengths helps students feel a sense of beloning. This benefits the entire class.
Use Respectful Language
Use Respectful Language
Treat all students with dignity
Use person-first language (e.g., student with autism instead of autistic student), unless a student prefers otherwise
Avoid assumptions about abilities or diagnoses
Remember: disability is personal, and not all students disclose details
Communicate Directly with the Student
Communicate Directly with the Student
Speak to the student, not about them
This applies even if they use a communication device or have a support person with them
Direct communication reinforces autonomy and belonging
Keep Communication Clear
Keep Communication Clear
Break instructions into small, manageable steps
Avoid yes/no checks like "Do you understand?"
Try open-ended prompts instead:
"What's your next step?"
"How would you get started?"
Be Patient and Flexible
Be Patient and Flexible
Allow extra processing time without interrupting
Respect communication preferences
Some students may prefer to not speak in large groups
Consider private check-ins to ask how they'd like to participate
Specific Tips for Common Scenarios
Specific Tips for Common Scenarios
During Class
During Class
Set clear expectations while allowing for flexibility in how students participate. Use visual supports, outlines, or key point summaries to reinforce understanding. Repeat important information and invite questions without pressure. Allow time for students to process and respond. A simple check-in, like a thumbs-up 👍, can be a low-pressure way to gauge understanding or comfort.
Group Work
Group Work
Assign roles based on students' strengths and preferences. For example, a student who excels at organization might manage materials or timelines. Offer guidance to all group members about how to collaborate respectfully and inclusively. Check in periodically to ensure the student feels engaged and valued in the group process.
Giving Feedback
Giving Feedback
Use positive reinforcement acknowledge effort, growth, and success. When offering constructive feedback, focus on specific behaviors or outcomes, not personal traits or perceived ability. Frame suggestions as opportunities for growth and continued learning.
Frequently Asked Questions
Frequently Asked Questions
How do I adjust my teaching without singling the student out?
How do I adjust my teaching without singling the student out?
You don't need to do this. Continue teaching as you normally do. If you can, use universal design principles like visual aids, clear instructors, or flexible assignments. These benefit all students, not just those with IDD.
What if I don't understand the student's speech or communication style?
What if I don't understand the student's speech or communication style?
Simply ask them to repeat or clarify. If they use a communication device or gestures, take a moment to learn how they communicate. Be patient, but remember to be patient with yourself, too.
What if a student's behavior impacts the class?
What if a student's behavior impacts the class?
All students occasionally need support adjusting to new learning environments, including the college classroom. If a student’s behavior interrupts the flow of class or raises questions, respond calmly and, when possible, address it privately.
You’re not expected to navigate this alone. The WSU ROAR team is here to partner with you to understand what’s happening and identify supportive, respectful strategies that work for both you and the student.
What if the student asks for accommodations I'm unfamilar with?
What if the student asks for accommodations I'm unfamilar with?
Contact WSU ROAR staff or connect with WSU Student Accommodations and Disability Services for Faculty and Instructor Supports. Collaborating with campus partners can help ensure accommodations are implemented in ways that support both student learning and your teaching goals.
Conclusion
Conclusion
By taking small, intentional steps, you help ensure that all students, regardless of how they process or communicate, can fully participate and thrive. Every learner brings unique perspectives and value to the classroom. Inclusive practices not only support student success but also contribute to a richer, more dynamic teaching and learning environment.
Quick Reference Checklist: Dos and Don'ts
Quick Reference Checklist: Dos and Don'ts
Do
Do
Do use clear, plain language when giving instructions or feedback.
Do provide visual aids or written instructions alongside verbal explanations.
Do address a student directly and involve them in discussions.
Do focus on a student's strengths and encourage their contributions.
Do ask for help if you're unsure about accommodations.
Don't
Don't
Don't make assumptions on what a student can or cannot do.
Don't talk to a support aide or peer instead of the student.
Don't rush a student or finish their sentences for them.
Don't ignore impactful behaviors; address them calmly and constructively.
Don't single a student out when making adjustments; apply strategies universally where possible.
Resources and Further Reading
Resources and Further Reading
Internal Resources
Internal Resources
Contact WSU ROAR staff for direct support. We are here to support our students. Likewise, we are here to support our faculty. Anything we can do to help or assist, just reach out!
External Resources
External Resources
The Universal Design for Learning Guidelines. See also our training for UDL strategies.
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