Distance Learning - Best Practices for Special Education

Distance Learning - Best Practices for Special Education

I know things are all a bit crazy and uncertain as we approach our first new school year in the era of COVID-19 (here's hoping someone reads this post in the future and says "Oh wow, remember that? So glad it's over." and not "Oh man, remember that? Things were so much better back then").

It certainly doesn't help that there is a serious lack of cohesion in our country, with some districts going back to full-time in-person teaching, some staying in full-time remote instruction, and others employing a myriad of "hybrid models." 

My school district recently announced that we will continue distance learning for the start of the school year until ???. Now that I know what we're doing, I feel like I can finally start planning for the new school year. To be honest I've been having a hard time, debating over a few different options:

• Recognize that this year is likely to be a crapshoot, try not to stress and save myself some work by following my District's scope and sequence with our online textbook.
• Use this as a chance to go all in with technology and play around with methods of online gamification
• Stick with designing my curriculum around self-selected reading and find a way to make independent reading work without the accountability of students reading in class.
• Not focus as much on reading and instead go all-in with writing instruction this year.

I've been bouncing these possibilities in my head for weeks, and finally talked to my darling partner Ki who (after listening to me babble for twenty minutes trying to get my thoughts in order) told me exactly what I needed to hear:

"What's going to be the best thing for your students?"

He also said some other lovely stuff about how I'll do amazing work no matter what I choose, and how my students always love my class and still will, but that one point really helped set my path.

Because here's the thing: This entire time I've been stressing about teaching remotely, I've been thinking about me. What will I do? What will I enjoy? What opportunities do I have?

I knew COVID-19 had forced teachers to think about a lot of things differently, but not that it had made my priorities do a complete 180. So I stopped thinking about what I would do and instead started to research what my students need.

The following information will be helpful for any teachers providing remote instruction, but I specifically researched what would work for secondary students with high-incidence disabilities like Learning Disabilities and ADHD.

Don't Abandon Good Teaching Practices

If you're reading this, then chances are you're a dedicated teacher who understands both content and teaching pedagogy. Many of the evidence based practices we've used for years still apply even when teaching online. Continue to use them, even if they need to be adapted for online use.

Want more resources on teaching practices? Check out the CEC's High-Leverage Practices, and the IES What Works Clearinghouse.

Build Relationships

I honestly believe this is the number one most important thing for any teacher, but it is especially true when working with students with disabilities. Many of these students have spent years in school feeling frustrated, disappointed, and less than. A teacher who takes the time to get to know them, caters to their needs and interests, and genuinely believes in them can make all the difference in the world.

This school year you may have returning students, or students you have never met before, so the amount of work you'll need on the front end will vary. Dedicate the first few days of the year primarily to building relationships. Remember, not only are you meeting your students for the first time, but many of them will be meeting their peers as well. Find ways to build in collaboration or discussion to foster friendships.

A word of WARNING: Avoid putting students on the spot, especially in the first days of class. No one wants to have to present to their entire class when they're still trying to settle in. I know it's easy to do a little "everyone tell us your name and some interesting things about you" in that first online meeting, but you might end up creating a lot of anxiety and stress.

Instead you can use something written or creative that doesn't require talking or being on camera, like introduction slides. If you want students to introduce themselves on video, use a tool like Flipgrid so students can record their video and redo it if they need to, to take some of the pressure off.

As the school year continues, remember that building relationships should be ongoing, and not limited to just a few icebreakers on Day One.

Keep Things Consistent

For many students with disabilities, knowing what to expect each day can be extremely helpful. This can apply in a number of ways, so I'll touch on a few. 

Scheduling - This is probably number one. Have a set schedule for each day or week and try not to change it. I know what you're thinking but this doesn't need to be overly specific or monotonous. Try to establish a schedule based on activity type, grouping etc. rather than something super specific. 

 

Websites and Tools - One of the issues I ran into when we went to remote instruction last school year was that if an assignment wasn't on Google Classroom, many of my students didn't do it. This became an issue when I tried to use other websites like Newsela or No Red Ink to issue student assignments. I started posting an "assignment" on Google classroom with instructions to go to the appropriate website and complete the task, but I still had too many kids who would just click "Turn In" and not do the assignment. 

This year I am going to try to have all assignments on one platform (either the online portal for our textbook or Google Classroom, depending on what I do curriculum-wise). I also found that students were getting confused about resources versus assignments on Google Classroom so I will probably set up a Google Sites page for resources.

Assignment Format - My students also had a hard time learning how to use different Google tools for completing assignments. Filling in Google Forms was easiest for them, but there's no way to save without submitting so it doesn't work for longer assignments. They did okay writing in Google Docs but were notorious for accidentally (or accidentally-on-purpose) deleting the directions or resources in the doc or even deleting the document itself. Then I tried using Google Slides with locked backgrounds for directions and text boxes for them to fill in. Many students couldn't understand how to use them, and others had technical issues especially when using their phones to work.

All of that led to a lot of frustration and time wasted on their part and mine. This year I will try to stick to Google Forms and then one other format for all longer assignments. I'll need to spend time teaching my students how to complete assignments in that format but once I do they'll know what to expect and how to do all of their work. 

Visuals - This one can be tough. There are so many cute PDFs on Teachers Pay Teachers, and adorable Google Slides templates that we want to try all of them (or is that just me?). But for students with disabilities, it is helpful to have a consistent look to your presentations and documents. They'll know what to expect and where to find information each time. I'd recommend establishing a template your follow in terms of title, text, and graphic placement. If possible use one consistent font, but if you want/need to be more creative then choose 2 or 3 and limit yourself to those. Mix things up by varying colors, graphics, and backgrounds.

 

Focus on Essential Skills

Distance learning is not the same as in person learning. It just isn't. For some students being able to work from home at their own pace is a blessing, but for many it's far more difficult. For teachers, checking in on student work and offering help will take longer, and classroom time will be lost due to technical issues.

We need to accept that reality and adjust our expectations accordingly. Aim to still hit all of your required standards, but consider what is most essential to cover in depth this school year. What will most help your students succeed next school year, in college or trade schools, and once they're employed adults? Focus on that and adjust your pacing as needed to meet the needs of your students.

Provide Oral Presentation

One of the most common academic impacts of disabilities for students is difficulty with reading. When we teach in person we often account for this by reading directions out loud, repeating them as necessary, and rewording them to ensure student understanding. In contrast, when students are completing work independently online, we tend to present instructions in writing along with whatever assignment they are doing.

Consider adding an audio clip of you reading the directions as well, or even better, include a video of you reading the directions and demonstrating on your screen. You can record audio with your phone or tablet, or any number of free audio recorders that will use your PC microphone. For recording your screen, Screencastify is really easy to use and free for recordings up to five minutes (if your directions are longer than five minutes, consider shortening them. If you can't, you may need to present them directly during a live session so students can ask clarifying questions).

Chunk Material

We would never spend an entire period doing just one thing and expect our students to stay engaged, so why are teachers doing 50 minute Zoom sessions? (Even worse, why are some teachers lecturing for 50 minute Zoom sessions?)

Depending on your schedule, you can break up your periods in different ways. If you have shorter periods you may do whole group for the first half, and then independent or small group work for the second half. Longer block periods will need to be broken up a bit differently. This may involve having students leave your video conference and then come back later at a set time. If you do this, make sure you're very clear about who is to come back when, and schedule reminders if you're able to.

Don't be afraid to have students do independent work. I know it's hard when you're not in the room to actively monitor students. If necessary, you can have students stay on camera while they're working.

Offer Direct Support

For a student to be successful when attending school from home they need top notch executive functioning skills - something many students with disabilities struggle with. Pay attention to which of your students seem to struggle with online learning and take time to work with them one-on-one. They may need help with how to physically use technology tools, navigating websites, accessing their accounts etc. Often older students do not have parents at home, or their parents may not understand the online platforms any better than your student does.

Also make sure you're offering one-on-one and small group academic support. If your students were working independently in your classroom, you'd likely be circulating and assisting as needed. You can stay online in your video meeting during student independent work time so students can pop in to ask for help as needed. If students aren't performing but don't ask for help, schedule a one-on-one meeting with them.

Document Everything

This should honestly go without saying. In the world of special education there is a constant need to document provided services, interventions, progress towards goals, etc. This goes double with distance learning. Many parents are rightfully concerned about ensuring their child is receiving the support they need and/or are legally entitled to.

As tedious as it may be, keep meticulous notes and records. Record your online sessions and maintain the recordings for a year (you may want to keep them longer depending on the student and their parent - use your best judgement). Save ALL of your e-mails. I use labels in G-Mail to keep everything organized and out of my inbox while still keeping all of my communication. Also, as tempting as it is to let your e-mails stand alone as documentation of contact, write them down in your notes or contact logs as well. The last thing you want to have to do is scramble to find and document every message with a staff member, student, or parent when you get called into a meeting or get an e-mail from the principal!

If any of the platforms you use provide data on student usage, log-in times, etc. grab screenshots of anything concerning, or for any students you feel you're more likely to be called upon to provide data for. This can not only document services and instruction you provided, but also if the student is attending as they've been instructed and attempting to complete their work.

Resources

Center on Online Learning and Students With Disabilities

Considerations for Teachers Providing Distance Learning to Students with Disabilities

Council for Exceptional Children Best Practices for Educating Online

Distance Learning: Supporting Students with Disabilities

The Science of Attention: How To Capture And Hold The Attention of Easily Distracted Students

A Reflection on Top 5 Things White Teachers Can Do To Dismantle Racism by Tame the Classroom

Tame the Classroom posted Top 5 Things White Teachers Can Do To Dismantle Racism about a week ago in response to the recent killings of George Floyd, Breonna Taylor, and Ahmaud Aubery which have sparked outrage and protests across the nation and around the world.

This post comes at a crucial time when many white teachers like myself feel uncertain, desperate to stand up and help, but unsure of how to.

After reading the post and reflecting on it, I challenge teachers to share Tame the Classroom's post, and reflect honestly on how much you are doing as a white person in a position of power in society.

So, white teachers, which of these do you already do? Which are you working on? Which are missing in your practice?

I'll go first:

ALREADY DO

1. Speak out against injustices.
I'm happy to say that I have no problem whatsoever speaking my mind on issues of injustice. I know there are many teachers who are afraid to appear too political. I myself used to avoid telling students my personal thoughts on politics or who I voted for, because I was warned I could have an undue influence and get in trouble for it. I toed that line for several years, but after Donald Trump was elected and proved to be as bad for people of color and for public education as we feared, I stopped caring about that line. Because our country has crossed a far greater line in the hatred and bigotry we allow. One day I may suffer professionally for speaking my mind, but frankly at this time in our country's history, I don't give a damn.

WORKING ON

2. Study and teach black history and current events all year long.
I already infuse current events into my curriculum but it's not consistent. It's one of those things I keep intending to do a better job with and dropping when other responsibilities get in the way. This coming year I'm thinking of making several current event articles available for students to choose one of interest and discuss.

I also really need to learn more about black history and POC history so I can integrate it as well. As an English teacher I can include this by highlighting amazing black authors and artists and reading and writing about black history. I need to find better resources for this to determine what POC consider to be crucial to know or learn about. This will be integrated into study of critical literacies, especially with my older students.


3. Provide classroom resources that include representation.
I reject the canon as being the only things worth reading in school, but until this past year I didn't think much about representation in my class library. My focus was entirely on the genres or topics my students would be interested in, not if they could see themselves in them.

All of my teacher supply money will go towards correcting that this year. If you haven't already done so, I highly recommend checking out the recent issues of School Library Journal which they've maid available to the public during quarantine. In particular their December 2019 issue features the article "Black is Beautiful," and their Winter 2019 has a great list of books in "Towards a More Diverse Collection." March 2020 has an article "Social Justice" with books that address inequality and injustice that are worth checking out as well.


4. Seek to understand your black students, black families, black teacher colleagues and their cultures.
I'd like to believe that I don't factor in race when I interact with others, but I recognize that this is likely a rose-tinted view of my world. I may harbor hidden assumptions even I am not aware of, and there are also times when educators should be aware or race in order to identify issues of inequality.

I definitely get to know my black students and love talking to them about our cultural differences. Sometimes I tell them a story and they laugh and tell me "that's some white people stuff." I could be offended by this, or avoid the conversation, but I find it fascinating to ask them what they mean and learn about the differences in our life experiences.

I recognize that I could go further than knowing my students well as individuals. The truth is that, as a high school teacher, the idea of getting to know every family is daunting and it often falls to the wayside. Who knows how much my students and I are missing out on because of that?

I'M NOT SURE

5. Support your fellow black teacher colleagues.
This one I really struggle with responding to, and I plan to reach out to some of my black colleagues to discuss it.

The Tame the Classroom post suggests offering genuine friendship to black colleagues and talking to them about social justice issues. I believe I have those genuine friendships, but being completely honest my best friends at work are all white. At this moment I find myself reflecting on why that is. Is it because the vast majority of the teachers in my department are white? Or that the black teachers in my department teach different subject areas and have different planning periods?

Or do I not extend the same effort of friendship to black teachers as I do to white ones? I genuinely hope that's not the case but I won't know until I examine myself and talk to others.



I hope that in this post I have been honest and not offensive. I wanted to use this space to be bare and acknowledge my weaknesses and what I still need to learn, while also sharing an amazing resource that I believe my fellow teachers should all utilize.

So once again, please go read Top 5 Things White Teachers Can Do To Dismantle Racism and, when your done, take the time to truly reflect on where you are, where you're going, and how you'll get there.

Amazing Books About Racism

Note: This post does contain affiliate links. If you use the link and make a purchase I will receive a small commision at no expense to you. The content of this post has not been influenced in any way by this.

I think many of us are seeking to find ways to help us understand not only what is currently happening in our country, but to better understand our country's history of racism and systemic oppression and segregation. Far better people than me have posted some amazing content online and I urge you to listen to the people of color crying out for change.

As a white woman, I cannot speak personally on these issues, but I can help to spread information and foster understanding. Below are books I have read personally or have had recommended to me on the topic. I honestly don't think I can do them justice by trying to summarize or review them, so instead I am including notes from the publishers for each.

White Fragility: Why It's So Hard for White People to Talk About Racism

White people in North America live in a social environment that protects and insulates them from race-based stress. This insulated environment of racial protection builds white expectations for racial comfort while at the same time lowering the ability to tolerate racial stress.  Although white racial insulation is somewhat mediated by social class (with poor and working class urban whites being generally less racially insulated than suburban or rural whites), the larger social environment insulates and protects whites as a group through institutions, cultural representations, media, school textbooks, movies, advertising, and dominant discourses. Racial stress results from an interruption to what is racially familiar. In turn, whites are often at a loss for how to respond in constructive ways., as we have not had to build the cognitive or affective skills or develop the stamina that that would allow for constructive engagement across racial divides. leading to what I refer to as White Fragility. White Fragility is a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves. These moves include the outward display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. These behaviors, in turn, function to reinstate white racial equilibrium. This book explicates the dynamics of White Fragility and how we might build our capacity in the on-going work towards racial justice.

Why I’m No Longer Talking to White People About Race

Award-winning journalist Reni Eddo-Lodge was frustrated with the way that discussions of race and racism are so often led by those blind to it, by those willfully ignorant of its legacy. Her response, Why I'm No Longer Talking to White People About Race, has transformed the conversation both in Britain and around the world. Examining everything from eradicated black history to the political purpose of white dominance, from whitewashed feminism to the inextricable link between class and race, Eddo-Lodge offers a timely and essential new framework for how to see, acknowledge, and counter racism. Including a new afterword by the author, this is a searing, illuminating, absolutely necessary exploration of what it is to be a person of color in Britain today, and an essential handbook for anyone looking to understand how structural racism works.

The Shame of the Nation: The Restoration of Apartheid Schooling in America

Since the early 1980s, when the federal courts began dismantling the landmark ruling in Brown v. Board of Education, segregation of black children has reverted to its highest level since 1968. In many inner-city schools, a stick-and-carrot method of behavioral control traditionally used in prisons is now used with students. Meanwhile, as high-stakes testing takes on pathological and punitive dimensions, liberal education has been increasingly replaced by culturally barren and robotic methods of instruction that would be rejected out of hand by schools that serve the mainstream of society.

Filled with the passionate voices of children, principals, and teachers, and some of the most revered leaders in the black community, The Shame of the Nation pays tribute to those undefeated educators who persist against the odds, but directly challenges the chilling practices now being forced upon our urban systems. In their place, Kozol offers a humane, dramatic challenge to our nation to fulfill at last the promise made some 50 years ago to all our youngest citizens.

Stamped from the Beginning: The Definitive History of Racist Ideas in America

SOME AMERICANS cling desperately to the myth that we are living in a post-racial society, that the election of the first Black president spelled the doom of racism. In fact, racist thought is alive and well in America - more sophisticated and more insidious than ever. And as award-winning historian Ibram X. Kendi argues in Stamped from the Beginning, if we have any hope of grappling with this stark reality, we must first understand how racist ideas were developed, disseminated, and enshrined in American society.

In this deeply researched and fast-moving narrative, Kendi chronicles the entire story of anti-Black racist ideas and their staggering power over the course of American history. Stamped from the Beginning uses the life stories of five major American intellectuals to offer a window into the contentious debates between assimilationists and segregationists and between racists and antiracists. From Puritan minister Cotton Mather to Thomas Jefferson, from fiery abolitionist William Lloyd Garrison to brilliant scholar W.E.B. Du Bois to legendary anti-prison activist Angela Davis, Kendi shows how and why some of our leading proslavery and pro-civil rights thinkers have challenged or helped cement racist ideas in America.

Contrary to popular conceptions, racist ideas did not arise from ignorance or hatred. Instead, they were devised and honed by some of the most brilliant minds of each era. These intellectuals used their brilliance to justify and rationalize deeply entrenched discriminatory policies and the nation’s racial disparities in everything from wealth to health. And while racist ideas are easily produced and easily consumed, they can also be discredited. In shedding much-needed light on the murky history of racist ideas, Stamped from the Beginning offers us the tools we need to expose them—and in the process, gives us reason to hope.

Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning

This is NOT a history book.
This is a book about the here and now.
A book to help us better understand why we are where we are.
A book about race.

The construct of race has always been used to gain and keep power, to create dynamics that separate and silence. This remarkable reimagining of Dr. Ibram X. Kendi’s National Book Award-winning Stamped from the Beginning reveals the history of racist ideas in America, and inspires hope for an antiracist future. It takes you on a race journey from then to now, shows you why we feel how we feel, and why the poison of racism lingers. It also proves that while racist ideas have always been easy to fabricate and distribute, they can also be discredited.

Through a gripping, fast-paced, and energizing narrative written by beloved award-winner Jason Reynolds, this book shines a light on the many insidious forms of racist ideas–and on ways readers can identify and stamp out racist thoughts in their daily lives.

Book Review: Nerdy, Shy and Socially Inappropriate: A User Guide to An Asperger Life

Nerdy, Shy and Socially Inappropriate: A User Guide to An Asperger Life was written by Cynthia Kim, a woman who wasn’t diagnosed with Autism Spectrum Disorder until she was an adult. As a result she provides an interesting perspective on receiving a diagnosis late in life, developing self-coping strategies and understanding, and being a woman with ASD.

Below is a review of this great book, and implications for teachers.

The book is broken down into separate chapters, each focusing on different aspects of living with ASD, beginning with a chapter about growing up undiagnosed. In this chapter, Kim describes a childhood in which she preferred to play alone, even playing games of Risk and Monopoly against herself. She collected coins, stamps, and baseball cards, and preferred organizing her Barbies over playing with them. She goes on to explain how she was bullied as a child because she struggled to navigate social interactions, and eventually became a bully herself.

The chapter titled ‘Rigid and Routine’ provides insight into these traits of individuals with autism. Kim explains that her own “strong reliance on rules, routines, and pattern recognition” (p.86) was developed as a coping strategy for dealing with some of the challenges of autism. They helped her feel like she had some semblance of control and stability when so much of her daily life was confusing. Understanding this, teachers should utilize clear routines and expectations in their classrooms to provide this stability to their students with ASD. Visual schedules, regularly repeated routines, and designated centers or zones in the classroom can all help in this regard.

There are two interesting chapters that cover sensory seeking, sensitivities, and the autistic body. For Kim, stimming often comes as a result of having to keep her body still when it is socially expected of her, so teachers should be aware of this and allow students to stim, if appropriate, or provide other means of movement for students such as exercise ball seats, standing desks, or rocking chairs. Often teachers fall into the habit of keeping students seated and still, even when it is not developmentally appropriate, and we need to break away from that.

Kim also explains that stimming serves a regulatory function, providing stimulation or a calming effect, depending on the situation, and that the form, and intensity of stimming can be very varied. Reading through this chapter, teachers may learn about forms of stimming they may have never considered before. Educators working directly to modify the behavior of students with ASD may also benefit from reading about how Kim’s stimming has evolved to be more discrete – a technique that may be beneficial for students who wish to maintain the functions of stimming without standing out too much from their peers.

In her chapter on emotions, Kim explains that she has trouble identifying and verbalizing emotions, an issue common for those with ASD. After further analysis, she realized that she had difficulties in three areas: modulation, identification, and discrimination. She dives deeper into all three areas, providing a wonderful insight into an area that is often very difficult for people with autism to explain. She also describes a strategy she uses called “Sketching My Emotional Constellations” to help identify and understand what different emotions mean and look like to her. This kind of activity could work very well in a clinical or education setting to help students better understand their own “emotional constellations.” It can also be helpful to demonstrate the depth of emotions. Kim explains that the word ‘happy’ is a “blurry splotch of a feeling” (p. 144) to her and she needed to explore it further, arriving at personal definitions or images for words such as ‘content’, ‘elated’, ‘peace’, ‘wonder’, ‘joy’, and ‘bliss.’ 

The chapter on executive function is also highly informative. Not only does she discuss what executive functioning is, but she provides clear examples of how this plays out in everyday life, such as when she visited New York City and could not answer the question “What do you want to do?” In this section in particular, Kim takes time to provide specific strategies those with ASD can use to cope with poor executive functioning, such as use of routines, reminder apps, and chunking of tasks. She also does an amazing job of explaining what goes on in her mind during what others would perceive to be “processing delays.” Any educator would do well to read this to better understand just how much our students are thinking when we often assume they’re simply not.

Peppered throughout the book are discussions about the manifestation of ASD in girls, and their perceived under-identification. Kim points out that, after her initial diagnosis she was surprised that no one had realized she had ASD as a child. She later reflects that as a child, she was a good girl who follow the rules and, as a result, she was left to her own devices. Any odd behaviors were chalked up to her being shy, nerdy, or quirky, and overlooked. She also points out that both Kanner and Asperger primarily studied boys when defining the traits of autism and Asperger’s respectively, so the signs we tend to look for skew towards the identification of males with autism. Both educators and clinicians need to be aware of these factors which may be causing us to under-identify girls with ASD, and make an active effort to look for perhaps more subtle signs in female students and clients.

There are further chapters in Kim’s book, covering topics such as meltdowns, romantic relationships, parenting, navigating social situations, and redefining and accepting herself post-diagnosis. All of it is incredibly insightful and well worth the read to gain a greater understanding of those with autism, and the challenges they face both in school and beyond as they reach adulthood.