Whether you鈥檙e a special education teacher or not, you likely teach students who are on the autism spectrum or who have learning disabilities, dyslexia, ADHD, anxiety disorders, or emotional disabilities.
Differentiating instruction for such students can be challenging. But as an urban middle school teacher with more than 30 years of experience, I鈥檝e identified some strategies that increase the chances that we鈥檙e meeting all students鈥� needs on a daily basis.
Collaborate with colleagues. I currently work with a teacher team that is well-synchronized when it comes to serving diverse learners.
As a learning disabilities teacher, I ensure that, from day one, all teachers are familiar with our 6th grade students鈥� individualized education plans (IEPs) and necessary modifications.
Two sections of students in our grade are co-taught by special education faculty and content-specific teachers. Our paraprofessional and I alternate each day between the two sections. We move from class to class alongside our students, carrying binders with copies of all student materials so that we can co-teach alongside our colleagues.
Throughout the year, I co-plan with teachers, discussing tests, quizzes, projects and just day-to-day routines. We work on progress reports, reflect on our teaching strategies, and share concerns about students who may be struggling.
Cultivate consistency. For some of our 6th grade students, the shift to middle school is their first experience with 鈥渃hanging classes鈥� throughout the day. Some consistency across classes can be helpful for students who have IEPs and those who simply need familiar routines and structure.
In each class, the general education teacher posts an agenda for the day on the board. And all classes begin with some kind of opportunity for students to review material or make the bridge to a new topic. A 鈥渟cience starter,鈥� for example, might require students to describe what phase of the moon occurs during a solar eclipse, or math class may begin with a quick problem that asks students to translate fractions into decimals. This provides all students with the opportunity to connect the class with previous learning.
The homework, posted on the board, is always explained verbally and accompanied by reminders to 鈥渢ake out your agendas and copy this down.鈥� Co-teachers circulate the classroom to ensure each student is copying information correctly.
We use common policies and procedures across classes. For example, if students forget to turn in major projects or take tests when they are absent, they鈥檒l find an 鈥淚OU鈥� task listed on the blackboard.
Develop a student-centered mindset. Our efforts to boost learning are most effective when we share the same philosophy: It鈥檚 about the kids, not us.
From the English/language arts teacher to the art teacher, all of us know about students鈥� modifications: 鈥渨ho needs what鈥� for tests, quizzes, classwork, and homework. Most students with learning disabilities (along with many of our English-language learners) use word banks when completing homework, classwork, and tests. For students who have difficulty copying, teachers provide printed copies of all notes, although they expect the students to try note-taking (often a goal in their IEPs). Some readers have access to novels on CDs. In math class, some use math reference sheets, a multiplication chart, and calculator鈥攅ven on tests.
But a 鈥渟tudent-centered mindset鈥� goes beyond initial modifications: We pay close attention to individual students鈥� progress and adjust our approaches throughout the year. If a student is struggling, our response isn鈥檛, 鈥淲ell, that doesn鈥檛 surprise me!鈥� or 鈥淚鈥檝e done my part鈥攐h well.鈥� Instead, it鈥檚, 鈥淲hy is this student struggling and what can we do to help?鈥�
For example, sometimes it turns out that a student hasn鈥檛 done her work because she needs a less distracting environment or additional guidance in understanding the project. We respond by offering opportunities for her to get an early start on projects and long-term assignments, both during and after school.
Our 6th grade team also made this decision: If any student performs poorly on a test, we analyze the data, then work with him or her individually or in a small group to re-teach the skills and concepts. Then students have the opportunity to retake the test after school or at lunchtime.
Set aside time to focus on study skills and extra support. Most students with IEPs attend a class that focuses on development of organizational and study skills. We also use this time to review concepts and guide students in understanding homework assignments. Because our paraprofessional and I have been observing and supporting students in all of their classes, we can make strategic decisions about how to structure this time.
Use multiple forms of assessment. Tests are never more than 35 to 40 percent of a child鈥檚 grade (which also includes consideration of classwork, homework, participation/preparation, and projects). This ensures multiple opportunities to demonstrate knowledge and understanding in a variety of ways.
Draw on other professionals鈥� expertise. Serving all students effectively requires us to pull in others promptly when students need specialized assistance. We have to be aware of when it鈥檚 time to do so鈥攁nd whom to contact. Our team regularly calls on our speech and language therapist, reading teachers, occupational therapist, school psychologist, and guidance counselors to advise us or to work with students on specific issues.
Partner with families. Last, but certainly not least, it鈥檚 critical to involve families in the process of reaching all students, as some of my colleagues have been discussing this month at Teaching Ahead. Our 6th grade team鈥檚 weekly common planning time provides an opportunity for families to meet with us as a group. We鈥檙e flexible鈥攊f a parent or guardian is unable to come into the school, we set up phone meetings, check-ins with the team over email, and/or weekly progress reports.
I work with a great team this year鈥攁nd I shudder to think that some of you may be reading this and thinking, 鈥淵eah, this would be useful, if I had different (fill in the blank: administrators, colleagues, support staff, planning time).鈥�
I know what you mean鈥擨鈥檝e been there鈥攂ut I also think that you can, as Gandhi put it, 鈥渂e the change you wish to see in the world.鈥� Be the one to push for common planning time (and to use it well). Be a dissenting voice when others say a particular student is a failure. Be the one who inspires colleagues to think outside the box about how to support that student. Be a teacher who is committed to helping all students succeed. You are not alone.
