Que estratégias únicas você pode usar para apoiar os alunos com deficiência em sua sala de aula?

To help anticipate barriers, consult personas that represent a wide range of individuals with a diverse set of needs. When we consider these personas during the design phase, we develop courses that address a multitude of obstacles, and deploy courses that are accessible to a wider range of learners. Additionally, checking in regularly with our students to assess individual needs is critical to ensuring our students have everything they need to be successful.

Universal design in the classroom promotes inclusivity by accommodating diverse learning styles and needs. It ensures equal access to education, fostering a supportive environment for all students. By doing so, students with learning difficulties can choose the options and the ways they are more comfortable with to learn.

Employ diverse strategies to support students with disabilities. This includes offering multiple means of representation, such as visual aids and alternative texts, various means of engagement, such as interactive activities, and multiple means of expression, like allowing for varied assessment methods. By addressing different learning preferences, UDL promotes an inclusive environment where all students, including those with disabilities, can access and participate in the curriculum effectively.

In my experience, UDL is not limited in its benefits, as the broader access points to learning activities can be useful to all students (not solely those with identified learning needs). It models inclusivity and normalises that different people learn, engage and think in different ways - bridging between academic and social-emotional learning. Specifically, using consistent and well structured scaffolds/language/coding are highly effective features of UDL.

Universal Design for Learning can benefit all students, even students who do not have an IEP or diagnosed disability. I especially like giving students choice in how they show their learning, or having them showcase their learning in a portfolio manner where they can choose their best pieces to put forward.

Collaborative teaching brings together diverse perspectives, enriching the learning experience. It fosters a dynamic environment where educators pool their strengths, creating a more comprehensive and engaging curriculum that meets varied student needs.

Collaborative teaching is key. Not all schools can afford a co-teaching model, but teachers working together can work miracles. Example: we had a geometry teacher desperate to help his blind student learn geometry, but how could he teach her concepts and angles that she could not see? He went to his CTE teacher colleague who took the problem to his engineering students, and they designed 3D manipulatives complete with braille angles and degrees which the blind student herself helped them design. That student earned a B in the class. Those students earned the pride and satisfaction that comes only from using your talents to help others. Those teachers learned there is nothing more powerful than working together to solve a problem.

Collaborative teaching should also include utilizing students in the classroom as resources. We must empower students to share what they know and learn to ask questions about what they do not know. Students often speak the same language, understanding what will and will not help their peers understand new concepts. Nothing gives a teacher the kind of success as a student who can share what they have learned with someone else. We must develop a collaborative environment of learning and sharing, where the teacher becomes one of many resources, rather than the sole source of knowledge. Students with disabilities should not be overlooked as powerful contributors. They have the ability to share their expertise given the right opportunities.

Using our Learning Support Teachers in the classroom is wonderful. Students often feel singled out when they get "sent" to the learning center, so by having the LST's coming into the room, students get to stay with their peers and engage in classroom learning. LST's often pick up on things I miss, or are able to suggest strategies to help struggling learners.

Collaboration is essential to bring varying perspectives and ideas. We all can get stuck in what we have always done or what has worked for us without giving much thought to other ways of doing it. Co-teaching is awesome when it works, but when pairing teachers, you have to consider teaching styles and personalities. They don't all mix well.

If there is a non-intrusive way to include these tools (eg: captions on videos, read-aloud text) then students who might otherwise be resistant to support can have the opportunity to equitable learning without any social stressors.

I teach high school math, including AP Calculus. One strategy I use is that students are always allowed a calculator, but work and/or thinking processes must be shown (using equations, words, diagrams, etc). Additionally, I post all my notes online (including in video form). This means that students who struggle to write and listen at the same time, don't have to. They can just listen and then copy the notes later, or even just print them out. If there is a portion of the lesson they didn't understand or can't remember, they can go back to the video to rewatch. This also means students with vision or hearing issues can download them to their iPads/devices to use their assistive technology.

When using these tools/ technology , it will be more effective if a plan is made according to the learning areas. Targeted learning can be achieved according to visual, auditory and kinesthetic areas.

A good idea to help students with disabilities in training is to pair them with buddies. These buddies can give support, help with things like notes, and be friendly faces during activities. This way, everyone feels included and part of the group. It's also important to make sure the learning materials are easy to use, like having tools that read out text or special things to touch. Checking in with students regularly and adjusting help based on what each person needs shows that we really care about their success.

In my 30 years of classroom experience, the classroom relationship is key to a good year. Fostering compassion, communication, and respect will make the educating part almost effortless.

Cultivating a positive classroom culture is the cornerstone of inclusive education. In my teaching journey, fostering such an environment was transformative. For instance, I introduced "Thankful Thursdays," where my students would celebrate each other's achievements regardless of its size. It encouraged peer support and camaraderie, especially amongst students with diverse abilities. Recognizing not just academic accomplishments but also personal growth amplified their confidence and camaraderie, especially when this encouraged peers to embrace differences and support each other. This not only facilitated a sense of community, but also fostered an atmosphere where every student felt valued and respected.

Fostering a safe and joyful learning environment is significant for all students and teachers. Proving a positive teaching approach will encourage students’ learning. Students will also willing to share their cares to those students who have learning difficulties. Peer mentor or peer collaborations are the good ways to facilitate their learning.

Yes, classroom climate is very important. Peer learning is one of the most effective learning tools for children. Creating a collaborative approach among learners and using peer learning effectively will be beneficial for these groups.

We all need words of encouragement. It is amazing the lift in energy and confidence when someone shares what you are doing well. It can't be a general praise or a praise about how smart someone is. This can actually have the opposite effect. Timely and accurate feedback is important. Practice doesn't make perfect. It makes permanent. If we want someone to improve and excel, they need constructive feedback as soon as possible from the time of the performance.

Accommodations are critical in providing meaningful access to the instructional environment. After you and your co-teacher(s) have planned using Universal Design for Learning, then it's time to consider what accommodations will be necessary in order for your students to be successful. I find that keeping a copy of each student's accommodations alongside your lesson plans can be very helpful in selecting the ones you'll need to scaffold learning.

Everything that has been said by these wonderful advocates is spot on to support students with disabilities in the classroom and in the school environment, especially those in K-12. However, when I became a Director of disability services at a university, I learned additional strategies and support were needed beyond K-12. 1. Students needed to be empowered and equipped by understanding that the ADA gave them rights and protections at school. 2. Coaching and mentoring were needed to teach students to understand their disability, as well as their strengths and abilities, as well as learning how to advocate for themselves so they had the same access and opportunity at school and work.

Crafting an inclusive classroom for students with disabilities involves nuanced strategies. Integrate assistive tech, fostering a sense of belonging through inclusive practices, and establishing peer support programs. Ensure equal opportunities with accessible materials, balancing support and independence. Celebrate strengths, challenge stereotypes, and foster a culture of acceptance. This approach nurtures resilience, self-advocacy, and a supportive community where students thrive, transcending mere accommodation and genuinely embracing diversity.

My urban bilingual barrio school with 1,500 students (44% ELL and 13% SPED) smoothly moved from SPED classroom silos into a 100% inclusion school because our leadership team viewed our mission being talent scouts, The school sought and was granted status as a performing arts magnet school. All teachers, staff, and students began every year self-testing for multiple intelligences. Because all your learning projects were performed in team, all our SPED students could shine among peers. So, when an 8th grade student who struggled reading due to dyslexia was elected student council vice president, no one was surprised because the young man had perfect pitch and had been invited to perform earlier that year at Chicago's Orchestra Center.