C70: Designing for Learners with Disabilities

​The practices we have shared in the past two episodes apply to all learners.  Some will be overstimulated, while others will be underwhelmed.  No child fits into one specific category, which was part of my apprehension in separating the students into designation groups. 

At the same time, I believe there are some things we can put into place that will support a student with disabilities.  As we know, there is not one size fits all, because there are varying degrees of needs that a student might have. 

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​I began my career working with upper primary/elementary learners with mild to moderate behavior needs that stopped them from learning within a general education setting.  Certain triggers would bring out erratic behavior and emotional breakdowns.  These children craved a classroom setting with designed areas they could go to de-escalate, regroup, and return to their academics.  They also needed systematic routines with visual reminders to keep them on track and help them reach their goals. Just like any other child, they craved a role within the learning environment to feel accepted and useful.  

As I continued with my special education certification, I worked with 8th grade learners who had learning disabilities in the areas of math, reading, and general organizational and study skills.  They were reading 2-3 grade levels below grade level, but they had a passion for learning.  These learners required systematic structures and tools to help them meet their academic and organizational goals.

Throughout the rest of my career, I have supported learners with learning disabilities and on the autism spectrum.  Here are some things I have noticed that add great value to their learning success. 

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All learners benefit from a flexible learning environment where they are able to work in various locations and capacities throughout the day.  The traditional usage of desks doesn’t work for all learners, even if they are placed within collaborative groups.  Here are some things I’ve used that have made a lasting impact. 

Flexible seating - I recognize that we don’t have endless budgets to buy furniture, storage, and other items for our classrooms.  Yet, some of the most amazing classrooms I’ve had the pleasure of visiting had ambient lighting from garage sales and thrift stores.  Stools were made out of milk crates and cushions from discount stores.  For those who don’t have access to those types of stores, consider flea markets, Facebook marketplace, and finding resources within your school or local community.  

• Prior to the pandemic, I purchased six thick bath mats from IKEA that were machine washable.  A pair of learners would go out in the hallway or in a cozy corner to lay or sit on the mats.  They were in their element and I was able to get more from their thinking than traditional seating.  

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• Students with disabilities are keenly aware of their spatial awareness.  Many of them struggle to be in close proximity to others.  By providing alternative seating options, I found they were able to focus more easily.  At the same time,  I had some students who couldn’t handle the continual changes within the learning environment.  You will know how to best support them.

Designated areas -  one thing I did to support students who couldn’t handle continuous changes was have designated areas in my room that were fixed.  I had learning stations at My small group table to support understanding of concepts.  When learners came to me, they knew what to expect in our experience.

• Additionally,  I had learning centers around the room with artifacts, books, images, and other provocations  from our unit content.  This allowed them an alternative place for them to go to should they get overwhelmed.  Since they were able to tough the materials, it was a calming space that helped them to recenter. 

• Every year, I would always have more desks than students, except the years I was blessed with tables.  I would try to find space for at least one extra desk where learners could go to regroup.  Oftentimes, learners with disabilities get overstimulated by peers.  I would allow them to relocate themselves to advocate for their own learning needs.  When they were ready, they would return to their own desk.  It was not meant to be a punitive tool, but more self-regulatory.

Chill Out Zone -  we all have bad days.  For those who are struggling to articulate or identify their needs, this can happen more than not.  One thing I learned while implementing restorative circles was to have a chill out zone.  This was a place where learners could emotionally cool off and reflect on their needs.  This allowed learners to take action before the situation escalated into an explosive situation.  I noticed that many learners appreciated this space.  To reduce learners from over abusing this area, I would have them complete a reflection of their thinking process.  After doing it once, many didn’t want to do it again unnecessarily.

Visuals

When I think of myself, I get overwhelmed in a classroom that has too much stuff up at one time.  I’ve always been that way; it’s probably connected to being an English language learner.   Here are some things to consider. 

Less is more -  if you are struggling to learn big concepts, the volume of materials on the wall will greatly inhibit the input and output of ideas.  Just like your language learners, get your learners with disabilities to participate in creating the anchor charts.  Make sure to have the current charts up on the wall.  

Visual Schedule- many learners benefit from visual schedules to guide the work flow.  The schedule identifies what a learner must complete in a given time and some things they may do. This allows for some learner agency while keeping them on the learning target.  I’ve had a lot of positive experiences using visual schedules, but they require a lot of pre-planning and understanding of where the unit of inquiry is headed while providing some elements of choice.  It is a delicate balance. 

Roles

Every learner, myself included, wants to feel included.  A great way to incorporate all of your learners is through specific roles within the community.  It not only provides basic life skills, it prepares them for their  future as contributing members of society. 

Jobs - I spoke a lot about the importance of jobs in the episode about language learners.  If I were to add anything else is that it provides a purpose. A child with a disability is keenly aware that they learn differently.  At a time when you just want to fit in, a job can provide that sense of normalcy.  A learner gets to prove to everyone else that they can do the same job with excellence despite their differences. This is a game changer.  

Helpers - all children want the opportunity to help out in the classroom. I tried to have some  office hours after school or during lunch.  This wasn’t every week, but I tried to find times where students could just serve in the classroom.  All children have something to offer that you don’t expect.  Once again, this is allowing your learners with a disability to give back and demonstrate their abilities.  To be honest, I’ve seen many teachers offer these opportunities only to their gifted learners, which is a shame. 

As always, I spoke too much and your brain is on overload.  I know the things are not revolutionary, but may simply serve as a reminder of ways to include all learners into the process.