Before you jeopardize your physical, emotional, and mental health, it’s important to ask for support.
Ask for help : Do not assume that you can teach, nurture, feed, clothe, and shelter every student in your class. One small step at a time usually works best. Too much lecturing, too thick a packet, or too many directions can cause anxiety and disquiet. When each piece is explained, modeled, practiced, and applied, the parts fit together solidly to form a whole of understanding. Be prepared to break down a lesson and create pieces of learning. Scaffolding a lesson is just good teaching. Don’t take their problem to another staff member or superior until you’ve given the student time to think it through. Don’t minimize their problem, experience, or situation. Don’t offer a solution until invited to do so. Stop, make eye contact (when appropriate), and listen. Active listening is a gift: Every day, every student will have a problem-or something they perceive to be a problem. Particularly with students with disabilities, if you push it, shove it, or force it, you’ll have to start all over and it may or may not bloom. Building a relationship with each student takes time and patience-allow it to happen organically. Open and unpack slowly and gently, with kindness, respect, and understanding. Accepting every student as they are: Students come to us with packages and baggage. :max_bytes(150000):strip_icc()/GettyImages-530649532-5949bcf53df78c537b8ec279.jpg "curriculum designs for students with learning disabilities")
Taking time for reflection: Take time to reflect on what is working, what is not working, and how might you adjust your approach to teaching students with specific disabilities in the future. #CURRICULUM DESIGNS FOR STUDENTS WITH LEARNING DISABILITIES CODE#
Teaching smarter: Better teaching is not a code for “more work.” Small adjustments in instructional practice can lighten teachers’ burden and improve learning.Implementing UDL principles saves time, saves money, promotes inclusion and assists in avoiding legal issues. It calls for multiple approaches to meet the needs of diverse learners, regardless of ability, disability, age, gender, or cultural and linguistic background. UDL takes that “universal design” concept of “usable by all people” and applies it to the teaching and learning settings. In the workplace, these are things like standing desks, desks at different heights, control buttons in large print or color coded and environmental considerations (e.g., low noise areas, climate control, or physical accessibility). For example, in the environment these are things like curb cuts, sidewalk ramps, closed captioning, etc. It has its roots in the “universal design movement” in architecture and product design, which calls for the design of products and environments to be usable by all people. Universal Design for Learning (UDL) is a set of principles for designing curriculum and instruction that provides all individuals with equal opportunities to learn.
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