Strategies for Supporting Students with Disabilities
Use this extensive guide to find strategies to support student needs and skills related everything from communication to self-regulation to motor skills.
Strategies for Supporting Students with Disabilities
Strategies for Supporting Students with Disabilities
Strategies for Supporting Students with Disabilities
This resource suggests strategies to support students with disabilities engaging in your class. These strategies can be used for general inclusive planning, for specific preparation for a class after learning about your students, or to make adjustments based on the behaviors that you are noticing in the room.
Quick Takeaways
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Incorporate routines and consistent structures within your lesson—many students benefit from knowing what to expect.
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Model everything first. Demonstrating will benefit everyone and makes it clear what is expected.
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Before class begins, check in with all of the Classroom Professionals to utilize the support systems they already have in place.
Remember
Get to know the students so you can learn what supports they need as an individual instead of focusing on diagnoses.
Introduction & Framing
This resource has suggestions for supporting the students with disabilities in your classes. These are based on Teaching Artist (TA) experience and recommendations from Special Education Teachers, Paraprofessionals, and Related Service Providers (RSPs). Think of this as a place to start and not a comprehensive guide of all strategies. We highly recommend checking in with the Classroom Professionals as they will have many supports and strategies already in place and have knowledge of their individual students.
Be aware that you won’t want to use everything all the time, especially as some strategies conflict directly with others. Be selective and intentional.
The Individuals with Disabilities Education Act (IDEA) utilizes 13 disability classifications as a legal framework for mandating services for students. A student’s Individualized Education Program (IEP) uses this framework and terminology to identify supports and strategies that should be provided to support student learning.
In an Integrated Co-Teaching (ICT) classroom, you may have students that have been identified as fitting any of the 13 disability classifications, students with multiple disabilities, or students who have undiagnosed disabilities. As a TA, you do not have access to student IEPs and should not expect to receive any information about a student’s diagnosis.
Ultimately, IEPs and diagnosis labels do not give you the full picture of a student or understanding of their behaviors. Focus on the individuals in your classroom, not on the broad classifications that are rooted in fulfilling legal needs, not human needs.
While you will not be privy to a student’s IEP directly, the Classroom Professionals may share ahead of time:
A student’s behavior overview
Individual goals from the IEP
What you should be the most aware of for each student
Specific skills they are working towards
Check out the Planning Meeting Guidelines for questions you can ask to receive the information you need. You may not be able to have a planning meeting, or you may walk into a classroom and notice student behaviors that weren’t mentioned in the planning meeting. If this is the case, once you notice these behaviors, you’ll need to adjust your lesson plan in the moment and for future lessons.
The best plan of action is to be well prepared with supports in place for the students you are aware are working on specific goals, and then adjust or supplement based on the behaviors you observe in the classroom.
While this document has a great deal of helpful information that works in both in-person and remote classrooms, some of these adaptations are a little more challenging (and in a few cases, not possible) in the remote classroom. There are some resources throughout to help accommodate these strategies for a remote classroom, but here are some resources and general best practices tailored specifically to virtual settings:
In the beginning of each class (and more extensively your first session), lead an Access check.
Don’t ask questions you don’t want the answer to (‘no’)
Clear & Achievable
Positive Behavior supports
Fair, Firm, Consistent, & Respectful
Agenda (stick to it)
Pictures for Vocabulary
Instructions: Written & Pictures/diagrams
Graphic Organizers
Sentence Starters
Lesson Planning Reflection Questions
Include a period of time (during the lesson) for you to observe, and assess and make in-the-moment accommodations to support a student to participate?
Have the wiggle room to be adjusted?
Have a backup activity to use if the students do not respond to your first activity?
Include ideas for how to modify it on hand?
Create a physical space for a Paraprofessional or other Classroom Professional to support a student one-to-one?
Do you have written/clear directions for the Classroom Professionals to be able to lead or support the lesson at the student’s pace?
Does it create space for the Classrooms Professionals to step out of a co-teaching role if needed to work one on one with a student? (See also the GIVE Resource Collaborating with Classroom Professionals)
Embrace all students’ neurodiversity, and other identities and provide opportunities for them to thrive? (See also the GIVE Resource Creating Stigma-Free Classrooms)
Specific Skill or Behavior Based Strategies
Communication
Expressive language (speaking, writing)
Receptive language (listening, reading)
Recognizing peers and teachers
Peer-to-peer interaction or socialization
Eye contact
Using full sentences
Processing requests & actions
Utilizing communication device
Limited verbal communication (not speaking in full sentences, inability to express themselves)
Limited or no eye contact
Not socializing with and/or not recognizing peers or teachers
Struggling to read or write
Student using Communication Devices or PEC Symbols
Multiple modalities of expression and entry (UDL)
Options for alternative roles that utilize their strengths
Structured activities for engaging with peers & teachers
Routines that encourage communication skills
Gentle reminders of expectations like eye contact, greetings
Options for eye contact alternatives (look at my nose, or thumbs up if you’re listening)
Options for specific ways and limited choices to engage with peers/teachers (shake hand, high five, or fist bump)
Utilize student communication devices
Connect with the Speech Therapist:
To program in language specific to your residency into student’s devices
To learn specific strategies & Supports
Add different ways of participating besides verbal cue (e.g., “Show one finger if you want to do this,” “Show a hand signal if you agree/disagree”)
Sentence Starters or frames
Does Your Lesson:
Provide information delivery alternatives such as visuals or textures and manipulatives?
Have options for a variety of sensory experiences?
Give alternatives for students to express themselves and their understanding of the content?
Provide opportunities to write, draw, or physicalize instead of talking?
Cognitive
Recognizing emotions and other abstract concepts
Creative play
Participation and engagement
Processing requests and actions
Following multi-step directions
Action and consequence
Planning and organization
Memorization and recall
Academic skills (reading, writing, math)
Struggling with organization and planning
Long or short term memory and attention
Limited reading, writing, or math abilities
Memorization or recall difficulties
Not understanding abstract ideas (metaphors, sarcasm)
Eliminate unnecessary elements (visual distractions, added noises, etc.)
Increase your wait time:
For processing
Between repeated instructions
To give students time to think before responding
For students to achieve the desired outcome
Repetition (of activities and tasks)
Multiple modes of expression of learning and entry into the activity (UDL)
Concrete (one-step) directions
Visual, verbal and/or physical prompts
Graphic organizers
Utilize technology
Simple limited choices (“this or that,” not open-ended)
Pair students together (to work, to perform, to brainstorm resolutions for a problem/challenge)
Begin with concrete examples before moving to more abstract ideas
e.g. Hop over this blue tape line > Imagine you are hopping over a log > Imagine you are in the forest—Oh no! A tree fell over; what can we do? “Let’s go over it”
Does Your Lesson:
Give alternatives for students to express themselves and their understanding of the content?
Provide opportunities to write, draw, or physicalize instead of talking?
Offer sufficient wait time?
Utilize prompts?
Have space for Classroom Professionals to assist one to one?
Offer opportunities for students to work in pairs or small groups?
Developmental
Understanding abstract concepts
Creative play
Self control: Bodily and verbal control
Maintaining focus
Cooperation, collaboration, negotiation, and compromise
Participation and engagement
Processing requests and actions
Following multi-step directions
Understanding consequences of actions
Planning and organization
Basic reading, writing, and math
Memorization and recall
Cognitive delays
Verbal delays/non-verbal
Understanding abstract ideas (metaphors, sarcasm, imaginary scenarios, and play)
Inhibit, limit, or alert students ahead of time to the use of bright lights, loud sounds, touching/hugging, strong smells, or abrupt changes to the sensory experience that a student may be sensitive to?
Engage multiple senses, while giving students the opportunity to regulate their own experience?
Remote Teaching and Learning Tip:
In an in-person classroom, you might have tactile materials that can assist students experiencing sensory overstimulation, but it is more challenging to control the physical environment virtually. Your personal space/background should be uncluttered, and your activities can accommodate time where screens/cameras don’t need to be on. One activity in a remote residency could be having everyone making a “calm down kit” for themselves. This involves making different sorts of fidgets using household materials, stress balls, etc. Once students have all made their kits, they will be able to use those materials as needed throughout your remote lesson.
Motor Skills
Gross motor skills (large motions)
Fine motor skills (small specific motions)
Balancing
Crossing the midline
Struggles with grasping materials
Difficulty balancing
Unstable standing
Uses a wheelchair or a walker
Hard-to-read handwriting
Offer alternative materials
Include movements that cross the midline (activate both sides of the brain)
Move from working on tables to working on the wall (uses gross-motor shoulder muscles instead of fine-motor muscles)
Change activity so all students are in chairs
Use language like rise up or move (rather than stand up or walk)
Does Your Lesson:
Have alternatives to movement-based components?
Have alternatives for visual or audio elements?
Honor diverse energy levels and physical capabilities?
Have multiple entry points?
Have multiple expression options?
Attention & Focus
Planning and organization
Following multi-step directions
Focusing on one activity at a time
Choice and decision making
Engaging with activities
Turn taking
Self-control, both physical and verbal
Difficulty sustaining attention, focus, or engagement throughout activity
Overwhelmed by making choices
Easily distracted
An inability to stay still
Talking non-stop
Trouble focusing on one task
Simple and limited choices (two options, not open-ended)
Concrete (one-step) directions
Multiple modalities of expression & entry (UDL)
Reward/incentive systems
Opportunities to take breaks/exit and re-enter activity
Let the student guide themselves at their own pace
Fast0paced (don’t linger too long in one area, keep making it a bit more challenging)
Recap expectations frequently (and in multiple modalities)
Chant/call and response
Does Your Lesson:
Provide easily understood content?
Have simple and clear directions?
Have clear scaffolded content?
Provide clear framework, achievable goals, and benchmarks for students?
Honor diverse energy levels?
Students who are Hard of Hearing, d/Deaf, or Deaf-Blind
Provide information delivery alternatives such as visuals or textures and manipulatives
Have options to see, smell, and touch relevant content
Provide visual instructions and supports
Create a space for a Classroom Professional to support a student one-to-one
Include visual, smell based, and tactile elements?
Offer opportunities for multiple modes of expression?
Provide delivery alternatives (visuals, modeling, ASL)?
Offer space for a Classroom Professional to work one-on-one with students?
Offer opportunities for students to work in pairs or small groups?
Incorporate ASL?
Remote Teaching and Learning Tip:
For synchronous and asynchronous classes, you can have automatic closed captioning or an interpreter to support your students who are d/Deaf or hard of hearing. See the Accessibility and Technology section of Remote Learning: Applying Universal Design for Learning Principles resource for some suggestions on closed captioning services.
Students who have Low Vision or are Blind
Incorporate diverse tactile materials
Incorporate sound
Offer assistive tools for materials
Clear verbal instructions
Use hot glue guns to create raised materials
Create physical pathways utilizing chairs, tables, or ribbon
Create a space for a Classroom Professional to support a student one-to-one
Does Your Lesson:
Incorporate tactile and auditory experiences?
Use clear verbal instruction?
Offer space for a Classroom Professional to work one-on-one?
Offer opportunities for students to work in pairs or small groups?
Remote Teaching and Learning Tip:
To support students who are blind or have low vision, ask if students already have applications/screen readers on their device that they already use, and use tools/materials compatible with their needs. Also make sure to give instructions and activities both by saying/reading them out loud as well as putting the text in the classroom chat.
Check Your Activities for Inclusivity
Explore these sample activities to see how these strategies can be applied to your lessons.
Activity 1: Web of Life
Time: 10 Minutes
Students stand in a circle.
The Teaching Artist starts by saying, “I am the sun,” and throwing a ball of yarn to a student, without letting go of the end.
The student that catches the ball must name something that depends on the sun to live (e.g., a tree) by saying, “I am a _________.”
They throw the cord to another student without letting go, who must name something that is either dependent on or connected to the previous life form.
Whoever catches the yarn continues to build the web of life until everyone has answered.
Once the web is established, the teacher places a beach ball or other soft object in the center of the web. The students are then asked to move the object around without letting it fall, by moving their yarn around.
Reflection: The whole group reflects on the key elements of a web as a system of support. The TA can close by posing the following questions:
How are you supported by the web of life?
How is the web of life being threatened in your communities?
Students can be standing or sitting.
Students with fine motor challenges can loop the yarn behind their back instead of holding with their hands.
Guided visualization of a particular ecosystem or environment may be a helpful starting point.
An image of a spider web can be shared to guide their process.
Passing instead of tossing the ball can support students with low vision or coordination challenges.
Students who are less verbal or non-verbal can fill in the blank by sharing a movement or shape without naming what they are.
Group brainstorming can support choice making.
Can participate in the circle
Could act as “the wind” helping the ball get from one side of the circle to the other.
Ask students to form a circle; if needed, stagger the group’s transition with a strategy like “Anyone whose name starts with a vowel, make your way to the circle.”
Transitioning out of the activity with movement: “Travel back to your desk as the living thing you named as part of the web.”
Open space or space around desks to stand in circle
Big ball of yarn or twine
Beach ball or soft plushy (at least the size of a basketball)
Let’s Consider If This Lesson Is Inclusive:
Does this lesson:
Include a period of time (during the lesson) for you to observe, and assess and make in-the-moment accommodations to support a student to participate? (Ongoing In-Class Reflection Strategies)
Maybe.
It would be helpful to know beforehand which student(s) might need accommodations in order to prepare, but if you notice hesitation, a level of discomfort, or disengagement in anyone feel free to ask for support from the teachers in learning how to best accommodate the student.
Does this lesson:
Include ideas for how to modify this lesson on hand?
Yes!
As an alternative, consider simultaneous smaller circles/webs, or doing a table version of this, drawing connecting lines on paper across desks.
This can also be broken up over multiple sessions: The web part, whether it’s standing, sitting, drawn or in multiple circles happens in one session, and the connection making and discussion, which can also be turned into a visual, happens on another day.
Only one Educator needs to facilitate, and there are notes for the Classroom Professionals on how they might participate and support their students.
Provide enough space in the circle for Paraprofessionals and pace your verbal instructions/contributions so that Paraprofessionals can repeat or reiterate as needed.
As a backup, you can have a student with a Paraprofessional have a conversation about the web of life separately.
Does this lesson:
Provide information delivery alternatives such as visuals or textures and manipulatives?
Have options to see, smell, and touch relevant content?
Yes!
You should model what to do with the yarn visually and allow students to touch it and practice throwing if need be.
Students can also pass the yarn hand to hand, or roll, instead of tossing. You could also pass something that makes sound as it moves, or has a scent, depending on the sensory sensitivities in your class.
Does this lesson:
Give alternatives for students to express themselves and their understanding of the content?
Utilize prompts?
Yes!
Writing, drawing or gestures are encouraged as alternatives to speaking. Be sure to read/share these written/drawn contributions with the entire class.
You can use verbal prompts “I am a _________.” or write that sentence prompt onto the board or a card that is held up or pointed to for each student. You could also have the entire class repeat “I am a.”
Does this lesson:
Scaffold in abstract concepts?
Offer the content in simple organized manners?
Offer sufficient wait time?
Maybe.
This activity asks students to hold onto the larger concept of a web of life at the same time as the literal idea of a web of yarn. So the same concept is at the root—but you may need to connect the two together a bit more clearly.
You might consider writing or drawing the instructions out and/or providing a word or image bank of plants, animals, etc. to support students in making a choice.
Tailor the pace of your facilitation to give time needed for students to process the next step and make a choice.
Does this lesson:
Give opportunities for a student to work individually, with a partner, or in a small group on part or all of the lesson?
Offer options for students to take a break?
Maybe.
This activity could be completed in small groups, but this activity isn’t as effective while working individually.
Create an environment that students feel comfortable in saying “pass” if they do not feel ready to contribute. Also, if the sounds or being present in the circle are uncomfortable, encourage students to participate verbally from a distance or to take a break from the circle.
Does this lesson:
Engage multiple senses, while giving students the opportunity to regulate their own experience?
Maybe.
The lesson includes tactile, audio, and visual components. Consider the pace at which the yarn or ball gets passed to mitigate sensory overwhelm.
Does this lesson:
Have alternatives to movement-based components?
Honor diverse energy levels and physical capabilities?
Yes!
Students can participate from a seated position and eliminate the moving around the room component.
Partnering students is an alternative to the circle, and the ball of yarn could be tossed, rolled, or handed. You could also use a ball like an O-Ball, or a Koosh ball which are easier to grip. Students can also wrap the yarn around the back of their chair, a ruler, or anything that will create height for the yarn to be wrapped around when it’s passed to them instead of gripping it.
Activity 2: Human Machine
Time: 15-20 Minutes
Before the game, write the names of machines on index cards (e.g., coffee maker, TV, alarm clock, microwave, computer)
Explain that the objective of the game is to work as a group to create a machine by using only their bodies. Every student on the team must be included and students can not use any additional materials or props.
Divide students into groups of three to six.
Give groups time (about 5 minutes) to create their machines.
Ask each group to present their machine to the whole class.
After a group has presented, have the other students raise their hands if they think they can identify the machine.
The game ends when every group has had a chance to present their machine.
Reflection:
What happened during the game?
How did your group work together?
If your group were to do the game again, what would you do differently?
What collaboration skills did we use during this game?
How can we use these skills outside of the game?
Images of the machines can be included on the index cards.
Students can also participate by contributing a sound effect or helping direct from the outside.
The group’s machine can be built around any students who need to remain seated or stationary.
Can participate in the machine with a group
Can increase participation of all group members by supporting group brainstorm and suggesting modifications if necessary
Can create a machine one-on-one with a student if necessary
Use a call and response to refocus students’ attention after they’ve created their machine and before they share with the whole classroom.
Space for students to work in groups of 3-6
Space to present group machines to the class (e.g., front of classroom)
Index cards/paper to write names of machines for each group
Let’s Consider If This Lesson Is Inclusive:
Does this lesson:
Include a period of time (during the lesson) for you to observe, and assess and make in-the-moment accommodations to support a student to participate? (Explore the GIVE Resource Ongoing In-Class Reflection Strategies for more ideas.)
Yes!
While small groups are working, you can circulate to observe and offer support where it’s needed.
Does this lesson:
Embrace all students’ neurodiversity, and other identities and provide opportunities for them to thrive? (Creating Stigma-Free Classrooms)
Yes!
As an alternative, consider simultaneous smaller circles/webs, or doing a table version of this by drawing connecting lines on paper across desks.
This can also be broken up over multiple sessions: The web part—whether it’s standing, sitting, drawn, or in multiple circles—happens in one session, and the connection-making and discussion, which can also be turned into a visual, happens on another day.
Does this lesson:
Provide information delivery alternatives such as visuals or textures and manipulatives?
Have options to see, smell, hear, and touch relevant content?
Yes!
You might consider demonstrating before the groups build their own by showing the name and picture of a machine then demonstrating with a few students.
Be sure to include narration and give your machine sound effects!
Does this lesson:
Give opportunities for choice-making and self-regulation?
Provide space for students to process emotional responses?
Offer options for students to take a break?
Yes!
Students have a range of choices in how they participate.
Because this exercise requires significant collaboration, the reflection time at the end is an important way to talk about feelings that come up (frustration, confusion, excitement, etc.).
You may even think about ways to pause, give students a break, and reflect in the middle of the activity.
Does this lesson:
Provide clear transitions between activities?
Offer transparency around any changes and major shifts to schedule, routine, plan?
Give clear guidelines and structures around what is coming next?
Maybe.
It may be useful to post an outline of the activity and provide a visual timer when students are working in groups.
Consider giving a two minute warning, a one minute warning, etc.
Use each transitional moment such as when group work time is complete to reiterate what’s coming next.
Does this lesson:
Give opportunities for a student to work individually, with a partner, or in a small group on part or all of the lesson?
Yes!
The activity can also be adjusted by working in pairs instead of groups (making it a longer activity because of the guessing time) or facilitating it so that the class is divided in two.
Does this lesson:
Inhibit, limit, or alert students ahead of time to the use of bright lights, loud sounds, touching/hugging, strong smells, or abrupt changes to the sensory experience that a student may be sensitive to?
Engage multiple senses, while giving students the opportunity to regulate their own experience?
No.
It incorporates touching, simultaneous talking and a potentially high stimulation situation. This is an activity that may be helpful to have the groups planned ahead of time, with the help of the Classroom Professionals that know how a student with sensitivities may respond. Placing them in the appropriate group may be crucial to their participation.
Offer students a range of choices in how they participate. They could have options to participate as audience members, as part of the physical machine, as the sound effects for the machine, or as the director.
Does this lesson:
Honor diverse energy levels and physical capabilities?
Have multiple expression options?
Yes!
This activity can be done sitting, lying or standing, and does not depend on a large amount of energy. It is also very short. Paraprofessionals can also participate in the machine.
A student can contribute their ideas to the machine making verbally and also incorporate their body (e.g., in a wheelchair, sitting down on a chair) into the machine however it feels comfortable. They could make sound effects for the machine. They could also direct other students or Classroom Professionals how to participate. Be sure to remind the students that everyone in their group needs to be included in a comfortable and safe way.
Does this lesson:
Have clear scaffolded content?
Provide clear framework, achievable goals, and benchmarks for students?
Yes!
Before breaking into groups, model making an example machine. Then work in small groups with the support of the Classroom Professionals. Then come together for a full group share.
You can re-engage audience members by asking them to say, “3,2,1 Action!” for the start of every machine and to guess what kind of machine they’ve made.
Does this lesson:
Incorporate tactile and auditory experiences?
Maybe.
There isn’t a focus on scent, yet there is a movement, touch, audio, and visual components to the activity. It can engage all comfort levels, provides flexibility through its variations and welcomes non-verbal applications. If your students have previous experience with safe, consent-based physical contact, machines that involve physical contact can be another way to support students with low vision or who are blind.
Does this lesson:
Include visual, smell based, and tactile elements?
Offer opportunities for multiple modes of expression?
Yes!
There is a big visual, tactile and movement based component to this.
Non-verbal communication, through physical expression, is just as important in this activity as verbal communication and listening.
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