3 Sure Fire Strategies for Inclusive Learning

Introduction

Special Education has evolved significantly over the past 5 to 10 years. Even the term “special education” is changing: many districts now use the term “exceptional student services” or “exceptional students.” Inclusion is becoming the standard across the United States. As a special educator and occupational therapist (OT), a large part of the role that I play in the education process is to identify meaningful ways for students with special needs to access learning materials (as independently as possible) and produce work that demonstrates their knowledge or understanding. This may sound very basic, as well as the overall expectation of education, yet for exceptional students, this can be incredibly difficult. Reading, expressing your ideas, asking questions, and even taking tests pose hurdles to many exceptional students.

Harry is one such student. Harry is currently a senior in high school and an amazing exceptional student. He uses a communication device to speak. He does not read. He does not write, but can “hunt and peck” at a computer to copy text that has been written out for him. Watching him try to join in with peers in general education classes and struggle is difficult. Teachers have struggled to find ways for him to engage. Frequently, the materials given to Harry in general education classrooms were not related to the subject matter or age appropriate. By finding a few key elements or tools to weave into lessons, it is possible to create a truly inclusive classroom that provides learning for all students, on their own level.

Meet Harry

(Images shared with permission of Harry and his family. Images may not be reproduced, shared, or used outside of this post).

Three Strategies for Inclusive Instruction:

Over the course of the past 21 years working as an OT, several strategies have emerged as the key when designing learning opportunities that can be accessed and meaningful for exceptional students: 1. differentiation, 2. frequent breaks for movement, and 3. opportunities for interaction with learning materials and/or concepts. Engaging exceptional students is not as abstract or difficult as we sometimes make it out to be. They have curiosity, they want to succeed, and they are able to build volition in ways that are not all that different from everyone else. Finding ways to work around the physical or cognitive challenges that exceptional students experience doesn’t have to be time consuming or difficult. Exploring simple ways to build these three key elements into all lessons will support inclusion, as well as support learning for all students. Harry loves watching videos or listening to written materials. He loves going up to the Smart Board and using touch screens with click and drag or multiple choice options. Harry claps when body break time is announced: GoNoodle videos are one of his favorite options for breaks. These three components don’t just support Harry in learning, they build opportunities for interactions with his classmates, as well as giving all the students in the class options for accessing learning materials and producing work that demonstrates their knowledge or understanding. These concepts are effective for all students, not just those with exceptions.

What is Differentiation, and How Does Differentiation Ensure Success?

Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment (edglossary.org, 2013). Thinking about exceptional students, what are some of the ways you might need to “differentiate” learning materials? Think of all the skills students may struggle with, and then find a “work around.” Does your lesson require reading? You could provide options for text to speech, or embed audio, or supplement the material with a video. Does the lesson require the students to write a response? Try allowing the students who cannot write to give a response in an alternative way, such as orally through a podcast or video. Harry enjoys using a touch screen or a smart board to identify his answers.

Building differentiation into your lesson ensures that all students can access the learning materials at their skill level. While our goal in education is always focused on building skills, including reading and writing, when the goal of the lesson is to take in specific information and demonstrate understanding of that information, removing the pieces that will limit access gives students with exceptions the promise of success.

Current research shows that individuals with learning dyslexia do not trigger the left hemisphere of the brain like “typical” learners, so using the same strategies for both students will yield significantly different results (Marshall, 2017). No one wants to enter a learning environment believing that they will struggle or fail. Building differentiation into lessons ensures that all students will enter the lesson knowing that they have options that will allow them to be successful. This is key for motivation, for all students. Exceptional students want to succeed the same way typically developing students want to succeed.

Taking Body Breaks, and How Breaks Help with Volition for Students

Your mother spent many years begging you to “sit up straight!” Sitting posture is more than aesthetic, it actually physically impacts how you learn. When you are slouched in a chair, your body’s position triggers your brain to relax. When you “sit up straight” (think of sitting in a chair with your back nice and tall, feet on the floor, knees and hips are bent at ninety degree angles), you have your pelvis in a position called “anterior pelvic tilt.” Anterior pelvic tilt actually triggers the brain to take in new information (Al-Eisa et al., 2013). We can take in new information for a period of time (depending on age and cognition level for periods anywhere from 5 minutes to 50 minutes), then our body needs to move in order for that new information to settle in and be captured by our working memory (Writers, 2021). Taking a break, especially a break where you move your body, can take the new information that you have just listened to or read and move it into your working memory. These “body breaks” access our sensory processing systems in the body and “lock in” the learning. This supports self regulation, while helping students with ability to engage (Reiser & Dempsey, 2018). All of these pieces provide students, even exceptional students, with the ability to engage throughout the day. When students know that they have to focus for a period of time, and then there will be an opportunity to move or take a break, this motivates the student to hang in there with challenging materials or non-preferred activities--volition (Reiser & Dempsey, 2018). Over time, the students build up their ability to engage for longer periods, as well as build their ability to self regulate during the school day. All of this supports volition, as well as creating an environment that is age appropriate in its mindset that embed playfulness into learning: something everyone can enjoy. (Mazzoli et al., 2021).

Triggering Curiosity in Exceptional Learners with Boom Cards

Learning begins at birth, and takes the form of play from our earliest beginnings. No matter our skills or challenges, we all want to play! In play, there is an expectation for risk taking and failure that is acceptable (Epic Games, 2021). Play, or games, give the participant permission to explore, try, and fail as part of the learning process (Epic Games, 2021). Curiosity can exist and be explored “safely.” Tapping into this inherent curiosity can be powerful: we play to discover, to engage with others, and to demonstrate our skills (Lally & Sclater, 2013). Using games (digital or hands on) can provide a way for exceptional students to engage in learning without feeling intimidated.

Finding ways to practice skills, in person or through virtual tools, can support exceptional students in practicing real world skills in a safe, supported environment: this is critical for students so that they feel confident in the “trying” because they know there are adults present to help them (Reiser & Dempsey, 2018). Practicing new skills is key to mastery. Whether it is math problems to solve or following a recipe to practice reading comprehension, putting information into practice is critical in the learning process. Harry has loved sorting activities, such as stocking items onto a shelf, or sorting and passing out mail, stocking a vending machine, even hanging clothes on racks. He has used “click and drag” digital sorting as a way to identify the order of events in a story, or the steps of a science experiment. All of these activities provide opportunities for students to take new information and practice the associated skills.

There are many wonderful ways to use computers or “smart” devices to help exceptional students engage with learning as well. Boom Cards is one of the platforms that consistently delivers quick and easy ways to modify learning activities so that students with disabilities can engage in learning activities that are age appropriate and meaningful. Boom Cards is a digital platform that is set up in a “Slides” style format. Students work on one slide at a time. Using a computer mouse, and sometimes a keyboard, students select their answers in a multiple choice, fill in the blank, and/or click and drag style. When the answer is correct, a bell chimes, and the screen will transition from the current slide to the next slide in the “deck.” If the answer is not correct, a red circle with a line through the middle appears and the sound effect “woops!” plays: students can then try a different answer. The slide will stay in place until the student is able to answer correctly. Decks can be as small as one slide, or as large as 40 or more slides. Decks can be created by teachers, or bought through Boom Cards, Pinterest, or Teachers Pay Teachers.

Accessibility features such as audio/text to speech support, the use of pictures and visual cues, are options in the decks. The game style format boosts student curiosity, while accessibility features provide support for all students of all skill levels to be successful with engaging in the activity. Try this fun “Dollar Up” Boom Card Deck to experience how it works first hand.

Creating Inclusion is NOT Just for Exceptional Students

When we find creative ways for exceptional students to attend and participate in general education classes the results benefit everyone. General education students learn that we are all different, and that’s ok. They learn powerful lessons about patience, compassion, and human value that goes beyond what we produce or our intellect. Teachers who build lessons that have differentiation, body breaks, and gaming style activities (both hands on or virtual) learn that all students benefit from these strategies: general education students may enjoy using some of the differentiation options because it boosts their experience as well. When students get breaks to move their bodies it helps move new information into their working memory, as well as elevate their mood and prepare them to learn more. Watching Harry find success in the general education classrooms where teachers used these three strategies has been such a wonderful experience. The strategies gave him the chance to participate with his peers and learn new concepts in such a way that he was engaged. Trying one, or all, of these strategies can boost learning outcomes in your inclusive classroom.

References:

A. (2013, November 7). Differentiation Definition. The Glossary of Education Reform. https://www.edglossary.org/differentiation/

Al-Eisa, E., Buragadda, S., & Melam, G. R. (2013). Effect of Therapy Ball Seating on Learning and Sitting Discomforts among Saudi Female Students. BioMed Research International, 2013, 1–4. https://doi.org/10.1155/2013/153165

Cooper, B. B. (2020, June 30). The Science of Posture: Sitting up straight will make you happier, more confident and less risk-averse. Buffer Resources. https://buffer.com/resources/improve-posture-good-posture-science-happiness/

Epic Games. (2021, January 26). Real-time Roundup: the Growth of Interactive 3D and Emerging 2021 Trends | LBBOnline. The Little Black Book. https://www.lbbonline.com/news/real-time-roundup-the-growth-of-interactive-3d-and-emerging-2021-trends

Goehle, G. (2013). Gamification and Web-based Homework. PRIMUS, 23(3), 234–246. https://doi.org/10.1080/10511970.2012.736451

Hung, A. C. Y., Dembicki, D., Zarco, E., Kase, M., & Yang, M. (2017). Gamification in the wild: Faculty perspectives on gamifying learning in higher education. Issues and Trends in Educational Technology, 5(2). https://doi.org/10.2458/azu_itet_v5i2_hung

Kim, H. S., Choi, H. R., & Kim, S. H. (1999). " Critical Success Factors of the Virtual Education http://www.riss.kr/link?id=A101959746 복사 ". Journal of Educational Technology, 15(1), 241–264. https://doi.org/10.17232/kset.15.1.241

Marshall, A. (2017). Brain Scans Show Dyslexics Read Better with Alternative Strategies. Dyslexia.Com. https://www.dyslexia.com/research/articles/alternative-brain-pathways/

Mazzoli, E., Salmon, J., Teo, W. P., Pesce, C., He, J., Ben-Soussan, T. D., & Barnett, L. M. (2021). Breaking up classroom sitting time with cognitively engaging physical activity: Behavioural and brain responses. PLOS ONE, 16(7), e0253733. https://doi.org/10.1371/journal.pone.0253733

Metwally, A., Yousef, A., & Yining, W. (2020). Gamifying Learning Assignments with Micro Design Approach. The 12th International Conference on Computer Supported Education, 710–717. https://www.academia.edu/42990052/Gamifying_Learning_Assignments_with_Micro_Design_Approach?email_work_card=view-paper

Reiser, R., & Dempsey, J. (2018). Trends and Issues in Instructional Design and Technology, (4th Edition) (4th ed.). Pearson Education. https://bookshelf.vitalsource.com/#/books/9780134237039/cfi/89!/4/4@0.00:23.8

Writers, S. (2021, June 24). The Science of Taking a Break. OnlineSchools.Org. https://www.onlineschools.org/science-of-study-breaks/