I recently moved to a new state and county and discovered, after doing some research, that 27.7%  of students in their public school district have a disability, which is significantly higher than the national average of approximately 15% . This high percentage means that a substantial number of students with diverse learning needs are being served in general education classrooms. For general education teachers, specialized training and consistent support in working with students with disabilities is no longer a niche skill—it’s a foundational requirement  for effective teaching.  Despite this reality, there is currently no mandate  for general education teachers to undergo professional development focused on diverse learners as part of their recertification requirements. Preparing these teachers with instructional skills benefits every student, teacher, and the entire district. The philosophy of inclusion—placing students with disabilities in the general education setting to the maximum extent appropriate—is supported by the Individuals with Disabilities Education Act (IDEA). When general education teachers receive targeted training, they are better prepared to meet the complex and varied needs of all  learners in their classroom. This training shifts the focus from "special education students" to differentiated instruction  for a diverse class. How Does Training and Ongoing Support Benefit Teachers? Investing in comprehensive, ongoing training for general education teachers creates a positive ripple effect throughout the entire educational community, directly impacting student achievement, instructional quality, inclusion, and district-wide outcomes. Impact on Student Achievement Training directly improves academic outcomes for students with disabilities and their peers. Better Skill Implementation:  Teachers learn to effectively implement accommodations and modifications required by a student's Individualized Education Program (IEP). This ensures students receive the specific support they need to access the curriculum. Effective Data-Driven Decisions:  Training helps teachers understand and utilize the data collected by special educators (and vice versa) to adjust their instruction, ensuring students are on track to meet their learning goals. Targeted Differentiation:  General education teachers learn to use evidence-based instructional strategies, like Universal Design for Learning (UDL) , which anticipate diverse needs from the outset, benefiting students who struggle even if they don't have a formal disability identification. A commitment to training general education teachers is the single most powerful investment a district can make to ensure equity, excellence, and achievement for every student in the classroom. How can Inclusiveology help you with that? Start the conversation HERE . Impact on Tier 1 Instructional Delivery Tier 1 instruction refers to the high-quality, research-based core instruction delivered to all  students in the general education classroom (the foundation of the Multi-Tiered System of Supports or MTSS  framework). Improved Core Instruction:  Training in behavior management techniques, structured teaching, and clear communication strategies—often essential for students with disabilities—elevates the quality of instruction for all  students, leading to fewer referrals to higher intervention tiers (Tier 2 and Tier 3). Chunking and Scaffolding:  Teachers become proficient in chunking information, scaffolding, and utilizing multi-modal methods (visual, auditory, kinesthetic) that make the curriculum accessible and engaging. Stronger Collaboration:  Training fosters a stronger partnership between general and special education teachers, leading to co-planned lessons that seamlessly integrate specialized teaching methods into the core curriculum. Impact on District Success and Compliance In a district like mine, where the population of students with disabilities is high, success is directly tied to how well all staff are trained. Compliance with Federal Mandates:  Proper training ensures that the district is meeting the legal requirements of IDEA by providing a Free Appropriate Public Education (FAPE)  in the Least Restrictive Environment (LRE) . This protects the district from costly due process complaints. Improved Teacher Retention:  Teachers who feel overwhelmed or unprepared are more likely to leave the profession or the district. Providing professional development and support focused on strategies for teachers to use directly in the classroom with students increases job satisfaction and retention, saving the district significant resources spent on recruitment and training new staff. Better Resource Allocation:  When Tier 1 instruction is strong, fewer students require intensive, costly interventions, allowing special education resources to be focused on students with the most complex needs. A commitment to training general education teachers is the single most powerful investment a district can make to ensure equity, excellence, and achievement for every student in the classroom. How can Inclusiveology help you with that? Start the conversation HERE .

As a "kid author", you are expected to use a pencil or other writing implement. TRUE or FALSE? NOT TRUE! The correct answer is FALSE. But WHY? Writing is an expressive medium. Yes, most of the time a pencil is used because that is the expectation. But what if a child has the desire to write but is not yet ready to hold a pencil? And let's be honest... so many kids aren't ready for a pencil because of fine motor challenges, hand strength, and sensory concerns. Especially for our neurodivergent kids. What if they can hold a pencil, crayon, marker, or colored pencil but is not yet making legible letters or words? Are they still authors? Most definitely, yes. Quite a few years ago in my classroom, we would celebrating writing with a day of Authors' Chair. Every last Friday of the month, we would send out invitations to our favorite folks and enjoy each other's creative writing. Sometimes, the writing was done with pencil, sometimes it was done with visuals or pictures to tell a story. Or, the writing contained letters, words, phrases, and sentences and sometimes it was scribbled colored with some visuals or vocalizations (to really help the story hit home!). As their teacher, it never really mattered what the writing "looked like". What mattered was... the attempt the stories that were told, regardless of the tools the patience in relaying their stories when their voices were not quite ready to tell a story yet the heart that went in to each of the stories whether we understood them or not building foundational writing skills that eventually lead to writing with a more standard pencil (or not!). My kiddos, regardless of ability or pencil grip were authors. They sat proud in that Authors' Chair, telling stories that inspired the rest of us to get creative and express ourselves. So how can we be support your kid with writing? The FIRST STEP is to get writing supports and strategies in writing (no pun intended...) in the IEP ! Not sure where to start with writing and other learning supports? CLICK HERE to schedule a time to chat and get started. Your first coaching session with Inclusiveology is FREE.

Long, long ago in high school, I was quite the introvert. Mostly. I was very quiet and unassuming, except to those that knew me best.  I stuck to my own circles, and that seemed to suit me just fine. I did not volunteer to "go first", raise my hand willingly, or offer up ideas.  I was more likely to slink down in my chair, making myself as small as possible, to avoid drawing any attention.  I was very smart, but chose to keep my ideas and thoughts to myself. Eleventh grade Advanced English.  There were about twenty of us in the class, and because I was quiet and unassuming, I had the honor of sitting directly in front of Mr. O’Connor. Side bar: Today, this would be considered preferential seating... I suppose he wanted to make sure that he had my attention. How could he not?  I was close enough to see the coffee stains on the front of his shirt which was almost a daily occurrence. We get our next assignment:  A book report. Great!  This assignment was right up my alley.  I have always loved to read and write, and in this instance, we could pick whatever book we wanted! BUT... there was a catch.  (Insert Jaws theme here...) In addition to writing the book report, we also had to present it orally to the class! The entire class... Quiet and unassuming me was concerned.  How was I ever going to do that?!?! Well, I quickly decided that I wasn't. I was NOT going to stand in front of the class and share my work. If you're the parent of a neurodivergent kid or a kid with an IEP or 504 Plan, and this sounds like your kid, reach out! Inclusiveology offers free initial consultations to get the conversation started on what's best to support your kid's learning. Fast forward to the day when my assignment was due.  The report was delightfully crafted in APA format, and I was sure to get an 'A'. As each of my classmates walked to the front of the classroom and stood next to the blackboard (it was the 80s...), my anxiety rose.  I was dreading hearing my name called. When Mr. O’Connor said, "DJ, it's your turn.", I sat there. That's right.  I sat there... right in the front row.  Slinking down in my chair once again, making myself as small as possible, to avoid drawing any attention. Mr. O’C: "Come on.  It's your turn." Me: "No." Mr. O’C: "No?"  Me: "No." Long story short, I did get an 'A' on my book report that was delightfully crafted in APA format.  That was a WIN . I got an 'F' for not sharing my report at the front of the class.  That was a LOSS . While this recount is from 1985, this practice of insisting that EVERY child do EVERYTHING the SAME way is still happening!  What was the goal here? Was it to see if I understood the depth of content of my book?  Or was it to see if I was able to present in front of my peers? Those were two very different learning outcomes! Let's shift our thinking... Decide what the learning outcome is for students.  What do you want them to know? What do you want them to be able to do by the end of the assignment/lesson? Give kids options on how to represent and express their knowledge. Be flexible. Support kids in growing their confidence. Recognize that kids are changing and so should teaching and learning. While it was upsetting to get a 'D' on my overall assignment, it was more upsetting that I was put in an uncomfortable and stress-inducing position.  Obviously… this was 40 years ago. Forty years. And in 2025, I'm still telling the story. Kids should never go from an 'A' to a 'D' simply because they are quiet and unassuming. I’ll stand on THAT all day long… P.S. I am no longer shy and unassuming and help parents and teachers know what's possible for kids that learn and think differently! P.P.S. If you're the parent of a neurodivergent kid or a kid with an IEP or 504 Plan, reach out! Inclusiveology offers free initial consultations to get the conversation started on what's best to support your kid's learning. Schedule an appointment HERE .

Best Supports for Non-Traditional Teachers Here’s our modern educational reality - classrooms are increasingly staffed by talented individuals who have taken non-traditional paths to the front of the room. Whether they are alternatively certified, uncertified, or coming from other fields, these “brand new to teaching” folks bring passion and diverse experience, and we value that. However, they also often come with significant gaps in pedagogical training. Your retention strategy, and more importantly, your commitment to Tier 1 instruction for all students, must include an ongoing support system for these teachers. I’ve coached in schools in which the primary concern was to simply fill a vacancy, but it’s more than that. It's about up-leveling, improving, and safeguarding student learning. For all kids. The Power of Instructional Coaching When we talk about support, let's skip the one-off workshops and take a closer look at a real “change maker”: instructional coaching. Instructional coaching is the single most effective lever for translating educational theory into actual, high-quality classroom practice. It's a collaborative partnership with no evaluation attached to it, and teachers can really appreciate that. For a teacher lacking traditional training, an instructional coach is their personal guide to more effective instruction. A coach works side-by-side with the teacher, focusing on specific, evidence-based practices. This immediate feedback loop - pre-conference, observation, debrief, goal-setting, co-teaching and modeling - ensures new strategies are implemented correctly and immediately. This directly improves the quality of instruction that students receive, particularly impacting Tier 1 instruction (the core teaching all students receive). We want student outcomes to be front and center.    When coaching improves instructional practice, student learning improves. Research overwhelmingly shows that coaching support has a significant positive effect on student outcomes, directly linking teacher growth to the results we all want to see for kids. Straight Talk:  A binder full of standards is no substitute for a skilled coach who can model a lesson and give a teacher actionable  feedback before the next bell rings. Targeted Professional Development Geared Toward Instructional Strategies Our emerging teachers, and some of our seasoned ones too, need training that goes beyond basic classroom management (though that's crucial). They need professional development that provides a toolkit of student-centered strategies for learning. This is especially critical for supporting all kids, especially those who are neurodivergent or have a disability. Simply telling a teacher to "differentiate" is unhelpful. They need concrete, high-leverage strategies. PD should focus on Universal Design for Learning ( UDL ) principles—providing multiple means of engagement, representation, and action/expression. This proactive design benefits the student with a formal plan and the one who just processes information differently. Many students - and especially those with ADHD or certain learning disabilities - struggle with Executive Functioning : planning, organizing, and task initiation. Teachers need strategies like providing clear, multi-modal instructions (written, visual, and verbal), using checklists, and breaking down large assignments into smaller, bite-sized steps. Training should introduce concepts like choice in demonstrating mastery, allowing sensory supports (fidgets, noise-reducing headphones), and establishing predictable routines to reduce cognitive overload. When create flexible learning environments for kids, we can increase focus, attention, and build classroom cultures of belonging and community. Invest in this kind of deeply practical, student-focused PD. It’s more than supporting one teacher. Build the capacity of your entire school to serve the full diversity of your student body. The Bottom Line for Leaders When you actively support teachers who lack traditional preparation, you are making a calculated, high-ROI investment in your school's instructional quality and retention. Your plan needs to be intentional, structured, and prioritize instructional coaching  as the primary vehicle for growth. Pair this with targeted, student-centered professional development , and you will not only retain good people but also elevate the learning experience for every single child in your classrooms.  The talent is there. Your job is to build the structure that allows that talent to flourish. Inclusiveology supports school communities with coaching and professional development to up-level your teachers' instruction to meet the diverse needs of every child. Schedule a strategy session and let's start the conversation.

When we invest in high-quality core instruction, we are doing more than just delivering content—we are actively building the foundational Executive Functioning (EF) skills  that determine a student's success across their entire academic life. And let’s be honest, there are many students across the nation who struggle with this very thing. In these last couple of years, supporting executive functioning skills has been a big focus of my instructional coaching. If you’re unfamiliar with executive functioning, these skills are the brain's "control tower." They include the ability to plan, organize, manage time, switch focus, and regulate emotions. For students who struggle with EF (and many who require Tier 2 or 3 support often do), the greatest intervention is a Tier 1 classroom that is already designed to support and strengthen these skills. When we make EF-boosting strategies a universal part of our instruction, students with identified disabilities feel supported, and all students gain important cognitive tools to go deeper with their learning. Making EF-Improving Strategies Part of All Instruction Earlier this year, I supported Ms. Heather, a 4th grade teacher, in her Tier 1 instruction. When we sat down to discuss a possible goal for our coaching, everything pointed to greater supports for executive functioning. So many of her students struggled with organization and time management; Ms. Heather was concerned that their learning (and thinking) would be more surface level rather than complex and critical. Our first goal was to adjust her instruction to minimize EF challenges and maximize student independence and critical thinking. Organizing Thoughts and Actions Two of the biggest EF hurdles her students had were organization  and task initiation . Students struggled to start because the task was overwhelming. Ms. Heather and I fixed these with simple tools: Graphic Organizers as Cognitive Scaffolds:  Instead of just telling students to take notes or plan a report, Ms. Heather provided graphic organizers  for every major assignment. For a lesson on finding the main idea and supporting details, she used a "Main Idea/Details" template. This external structure held the thinking process for the student, reduced the demands on working memory and allowed the student to focus their mental energy on the task itself rather than organization. Checklists for Breaking Down Complexity:  To tackle large assignments, she used task checklists or focus trackers  posted near the assignment submission tray on her desk. This helped students with planning and self-monitoring. The project checklist included: "1. Complete paper/paragraph organizer. 2. Write a rough draft. 3. Peer edit. 4. Final submission." This turned a daunting task into a series of achievable, sequential steps, making the work manageable. Mastering Time and Transitions Difficulties with time management and attentional control are classic EF struggles. I coached Ms. Heather on how to use visual cues to make the invisible visible: Visual Timers:  A prominent visual timer  (showing the time decreasing) was used for all work blocks longer than five minutes. This universally adopted tool allowed students to self-regulate and manage their focus without Ms. Heather having to verbally intervene. It provided a constant, non-verbal cue that helped students internalize the passage of time. Supporting Transitions:  Her class schedule was clear and visible. More importantly, she used explicit instruction for transitions. She taught a transition routine: "Clear your desk (30 seconds), Stand quietly behind your chair (15 seconds), Move to your next location when your group is called." This consistent routine minimized chaos and the EF demand of switching between activities and supported students who struggle with cognitive flexibility. Did These EF Supports Make a Difference? Yes. Ms. Heather maximized learning for all students by teaching critical life skills (Executive Functioning) alongside core content. She created a truly inclusive environment where students who needed specific EF supports weren’t singled out. ALL students were successful because the "accommodations" were simply how the class operates. When teachers provide Tier 1 instruction that is explicit, structured, and visually supported, they give every student the best possible shot at learning mastery and self-management.  Want to learn more about how to strengthen Tier 1 instruction in your school? Schedule a strategy session , and let’s start the conversation about up-leveling your professional development and coaching for your teachers.

Every student learns differently. Some grasp concepts quickly, while others benefit from a more hands-on approach. This is where differentiation and specially designed instruction come in. These strategies allow you to tailor your teaching to meet the unique needs of all your learners, ensuring everyone has the opportunity to succeed. Unlocking Learning Styles The first step is understanding how your students learn best. Here are some common learning styles: Visual Learners:  These students learn best through images, diagrams, and graphic organizers. Auditory Learners:  They benefit from lectures, discussions, and audiobooks (Think assistive technology !). Kinesthetic Learners:  Hands-on activities and movement are essential for their learning. Logical Learners:  They thrive on problem-solving, analyzing data, and using logic. The Art of Accommodations and Flexibility! Once you understand your students' learning styles, you can adjust your instruction: Content:  Offer tiered assignments with varying levels of complexity or provide alternative texts with different reading levels. Process:  Give students choices in how they demonstrate their learning. Some may prefer writing essays, while others might excel at creating presentations or building models. Product:  Offer students a variety of ways to showcase their understanding, such as drawings, mind maps, or digital presentations. Small Group Powers: Differentiated Instruction & Specially Designed Instruction For students who need targeted support, small group instruction can be a game-changer. Here's how to make it effective: Specially Designed Instruction (SDI) Focuses on Specific Skills:   Students that have an IEP have SDI to address specific skill deficits. Differentiated Instruction (DI):  This can be for all students! Within the small group, continue to differentiate based on learning styles and individual progress. Collaborative Learning:  Encourage collaboration and peer support within the small group setting. Differentiation and specially designed instruction aren't one-size-fits-all solutions. The key is to be flexible, creative, and responsive to your students' diverse needs. By tailoring your teaching, you can create a classroom where every student feels challenged, supported, and empowered to reach their full potential. Need new and engaging professional development for your teachers and staff? Schedule a free consultation and let's see what you need to move your teachers to student-centered, engaging, and inclusive learning for all kids!

The Multi-Tier System of Supports (MTSS) is a framework many schools use to ensure all students get the academic and behavioral help they need. While Tiers 2 and 3—the small group and intensive interventions—often get a lot of attention, we need to talk about the foundation for all learning: Tier 1 Supports . Tier 1 is the instruction delivered to all student s in the general education classroom. It's the core curriculum, the daily teaching, and the classroom environment. Think of it as the strong foundation of a building. If the foundation is solid, the whole structure is stable and fewer repairs are needed later on. And when it comes to education, learning is much more fun, engaging, and accessible when Tier 1 is solid! The Importance of Strong Tier 1 When we provide high-quality, evidence-based instruction right from the start, we minimize the number of students who will need more intensive supports later on. This is huge! Imagine a classroom where teachers are truly solid in their instructional strategies and content areas. Kids get a better quality education that's often more engaging. Teachers can naturally incorporate differentiation that helps all learners. Most importantly, providing deep, high-quality content at Tier 1 can act as a preventative measure. Some students who might otherwise struggle and be identified for Tier 2 or 3 interventions—or even move toward an Individualized Education Program (IEP) and special education services —might actually thrive in a solid Tier 1 environment with a teacher who has the skills and content knowledge to support all kids. In essence, a strong Tier 1 ensures that any student struggling later on is genuinely struggling with a skill deficit, not simply with a  lack of access to quality teaching. Good vs. Poor Tier 1 Instruction: A Comparison So what might quality Tier 1 instruction look like? Earlier this year, I had the opportunity to observe Mrs. C., a 3rd-grade teacher, who was teaching a unit on reading comprehension, specifically focusing on identifying the main idea. Ms. C used an explicit, systematic approach that is research-backed. She first models the process ("I do"), thinking aloud as she reads a paragraph and highlights key details to find the main idea. Then she guides the students to practice together ("We do") using shared text and a graphic organizer. Finally, students apply the strategy independently ("You do"). Her content was grade-level appropriate but she provided multiple means of engagement and representation. She used diverse texts, offered options for showing understanding (writing, drawing, verbal explanation), and incorporated universal design for learning (UDL) principles. She did have some students who were identified with some potential struggles.  For Leo, who had challenges with working memory and attention (a suspected disability), he benefited immensely. The explicit modeling  reduced cognitive load, the graphic organizer  provided a structured scaffold, and the guided practice  ensured he didn't get lost before attempting it alone. This high-quality, universally-designed core instruction was exactly what Leo needed to keep pace with his peers, ultimately reducing the need for intensive pull-out services. What happens when there is poor quality Tier 1 instruction? Mr. D, another teacher on Ms. C’s team, was teaching the same unit on main idea. Mr . D told the class to "find the main idea" and assigned a chapter to read, s aying, "If you don't know it, just try your best." He offers no explicit modeling, no guided practice, and no structured tools. He assumes students already know the strategy or can pick it up by just reading. His struggling students, who needed clear structure and explicit instruction, were left to “their own devices” and were frustrated. Since they didn’t understand how  to find the main idea, and because Mr. D didn't teach the skill clearly, they started to fail assignments. Their struggles were not necessarily a learning disability, but a failure of instruction . Three of these students were then referred for testing for additional interventions and/or special education services.  Why are we assuming that a student needs an IEP or a 504 Plan when there was a failure to provide quality instruction?  A rhetorical question to be sure, but it should make us stop and think… Mr. D’s instruction began to shift with some intentional and goal-driven instructional coaching that initially focused explicit and systematic instruction and moved towards differentiation with supportive strategies.  So What Can We Do? Provide high-quality, ongoing Professional Development (PD) for teachers that focuses on evidence-based instructional strategies and deep content knowledge. Teachers, commit to constantly reflecting on and refining your craft. Focus on making your core instruction explicit, systematic, and engaging for every single student. By prioritizing and consistently working towards quality Tier 1 instruction, we build solid foundations for every child. We create a more equitable system where every child has the best possible chance to succeed, reducing the need for intensive, costly, and sometimes stigmatizing, interventions down the line. Tier 1 should ROCK! Inclusiveology provides coaching and Professional Development that supports the learning and engagement of kids with disabilities and other kids with neurodivergencies.

We all want to see kids grow and become as independent as possible. For kids with disabilities, achieving independence often involves a carefully structured approach to support, and that's where the prompt hierarchy comes in.  A prompt hierarchy is a systematic way of providing assistance, gradually reducing the level of support as the child learns a new skill. This method not only helps children acquire new abilities but also significantly boosts their autonomy and self-confidence. Let's take a look at the different levels of a prompt hierarchy, moving from the highest level of support to complete independence, along with examples for each: 1. Full Physical Prompt:  This is the most intensive level of support, where an adult physically guides the child's entire movement. It's often used when a child is first learning a new, complex motor skill. Example:  A therapist or teacher might use full physical prompting to help a child with significant motor delays learn to bring a spoon to their mouth or a Math counter from the bin to the table. The adult's hand would be fully guiding the child's hand and arm through the entire motion with hand under hand support. More on the “under” later… 2. Partial Physical Prompt:  As the child starts to grasp the concept, the physical support is reduced. The adult might only guide a portion of the movement. Example:  For the same Math counter task, the adult might now only place their hand on the child's wrist to gently guide the direction, allowing the child to complete more of the motion independently.  3. Modeling:  At this stage, the adult demonstrates the desired action, and the child imitates it. This requires the child to have observational learning skills. Example:  The adult might say, "Watch me," and then demonstrate how to stack Math cubes. The child then tries to imitate the action. 4. Gestural Prompt:  A gestural prompt involves using a non-verbal cue, such as pointing or nodding, to direct the child's attention or signal the next step. Example:  To encourage a child to put away Math counters when they’re finished with them, the adult might point to the storage bin after the child is done with Math. 5. Visual Prompt:  Visual prompts use pictures, symbols, or written words to provide cues or sequences for tasks. These are incredibly helpful for children who are visual learners. Example:  A visual schedule showing pictures of "brush teeth," "wash face," and "get dressed" can help a child follow their morning routine independently. 6. Verbal Prompt:  This involves using spoken words, phrases, or instructions to guide the child. These can range from direct commands to subtle hints. Example:  When a child is getting ready for Writing, the adult might say, "What do you need next?" or "Don’t forget your pencil." 7. Independent:  The ultimate goal! At this level, the child can perform the skill or task consistently without any prompts or assistance. Example:  The child can now independently gather learning materials, get ready to go home, and pack their backpack. Get a pdf printable copy of the Prompt Hierarchy HERE! Hand Under Hand vs. Hand Over Hand: This is important! When providing physical prompts, the method of interaction can significantly impact a child's sense of autonomy and true independence. Hand Over Hand:  This is when the adult's hand is placed over  the child's hand to guide the movement. While sometimes necessary for safety or initial learning, it can make the child feel as though they are not in control and can foster dependence rather than independence. Hand Under Hand:  This approach involves the adult placing their hand underneath  or beside the child's hand, subtly guiding rather than controlling. This allows the child to still feel their own movements and experience a greater sense of agency and participation. It encourages exploration and builds confidence. Example:  Instead of guiding a child's hand to hold a crayon by covering it with your own (hand over hand), you might place your hand gently under their wrist or elbow, allowing them to feel the sensation of holding and moving the crayon (hand under hand). This small shift can make a huge difference in the child's willingness to engage and learn. What Do We Ultimately Want for Kids? Increased Independence and Autonomy that Leads to Learning and Growth! The beauty of the prompt hierarchy lies in its systematic fading of support. As kids need less assistance, they gain confidence in their own abilities. This gradual increase in independence leads directly to greater autonomy, allowing them to make choices, participate more actively in their daily lives, and feel a stronger sense of accomplishment.  It’s that what we want for all kids? The answer is an emphatic YES 💙 Grab a FREE consult HERE to chat more about what learning supports you might need for your students or your kid:

It’s at our core as educators to facilitate a love of learning for kids. Our school libraries and classroom learning spaces are places where this love can truly grow. But are these spaces truly accessible and welcoming for all  students, including our neurodivergent learners and those who benefit from additional supports? The good news is, with a few thoughtful adjustments and creative additions, we can transform our learning environments into havens that benefit every single kid. And, it doesn’t have to cost an exorbitant amount of money! Why Flexible Seating Matters Think about it: how many adults would choose to sit rigidly in the same chair for hours on end while trying to focus? Probably not many! I remember attending a required training in my former school district where this was an unspoken expectation, and I created my own flexible “seat” by standing off to the side! So why would we expect this of our youngest learners? For neurodivergent children, such as those with ADHD or autism, traditional seating can be a significant barrier to engagement and concentration. The need to move, to self-regulate sensory input, or to simply find a comfortable position is not a distraction; it's a necessity for effective learning. I recently moved to a small city in Northeast Ohio that feels very inclusive, both in the community as a whole and in the neighborhood schools. At Horace Mann Elementary, recent additions to the school library have “made the library a more accessible, engaging, and inclusive space.” According to the school newsletter that I received in the mail, “All Horace Mann students are enjoying the new reading space. The sensory furniture isn’t just supporting the students with disabilities - it has made the library more engaging, comfortable, and inviting for all.” Amazing and inclusive, right?! If you’re new to the idea of flexible seating and inclusive possibilities… What are Some Options? Wiggle cushions:  These allow for discreet movement and can help channel excess energy and improve focus. Soft seats and plush chairs:  These can reduce sensory overload and provide a sense of security. Covered seats or individual pods:  Great for students who need to minimize visual distractions and create a personal zone for deep concentration. Bean bag chairs:  A fave from my childhood, bean bags help kids shift and settle into positions that best suit their bodies and learning styles. When a child can choose a seating option that helps them regulate their body and mind, they are better equipped to absorb information, participate in discussions, and enjoy their time in the library. Next week, we’ll share the awesome benefits of an inclusive library for ALL kids! And some quick tips on how to create your inclusive library space on a budget. The bonus? The tips and ideas you use in a school-wide library lend nicely to classroom spaces, too. That’s one step closer to inclusion that meets the needs of every kid.

For students with sensory and emotional needs, the classroom can sometimes feel overwhelming. Unpredictable routines, unclear expectations, and sensory overload can lead to frustration, anxiety, and even meltdowns. The good news is, there are simple, yet powerful tools you can use to create a calmer and more predictable learning environment: routines, schedules, and visual supports. When we combine routines, schedules, and visuals supports with Assistive Technology (both the high- and low- kind!) we create inclusive spaces where every child feels successful and valued. The Power of Predictability Imagine knowing exactly what to expect throughout your day. This sense of control is essential for students with sensory processing differences and emotional challenges. Routines provide a framework for the day, reducing anxiety and allowing students to focus on learning. Visualizing Success Visual schedules are more than just colorful charts. They are a roadmap for the day, helping students anticipate transitions and manage expectations. Here's how visuals can minimize frustration: Clear Communication:  Visuals transcend language barriers, ensuring all students understand the daily schedule. Chunking Information:  Breaking down complex tasks into smaller, visual steps makes them less overwhelming. Promoting Independence:  Visual aids like checklists can empower students to complete tasks independently, fostering a sense of accomplishment. Putting it into Practice! Creating Visual Schedules: Involve Students:  Collaborate with students to create personalized schedules that reflect their learning styles and interests. Keep it Simple:  Use clear pictures, symbols, or words, depending on the student's needs. Flexible is Best:  Schedules should be adaptable to accommodate unexpected changes. Building Routines: Consistency is Key:  Stick to consistent routines as much as possible, even for small transitions throughout the day. Start Simple:  Begin with clear routines for arrival, dismissal, and transitions between activities. Positive Reinforcement:  Celebrate milestones and acknowledge successful completion of routines. By incorporating routines, schedules, and visuals into your classroom, you can create a safe and predictable environment where students with sensory and emotional needs can thrive. These simple tools can foster a sense of calm, reduce frustration, and empower students to take ownership of their learning journey. Need new and engaging professional development for your teachers and staff? Schedule a free consultation  and let's see what you need to move your teachers to student-centered, engaging, and inclusive learning for all kids!

Inclusion and equitable access to education are fundamental principles of a well-rounded society. However, ableism , the discrimination against people with disabilities, continues to persist and negatively impact children with disabilities in schools. Ableism is another “ism” that needs to be addressed to ensure equity and accessibility in education. Low Expectations One of the most significant ways ableism affects children with disabilities in school is through low expectations. Teachers, peers, and even parents may underestimate the capabilities of these students, assuming that their disabilities are limitations rather than differences. These low expectations can hinder a child's academic and personal growth, limiting their potential. Inadequate Support and Resources Ableism can result in a lack of appropriate support and resources for children with disabilities. Schools may not provide necessary accommodations, such as assistive technology, individualized education plans (IEPs), or accessible learning materials. This lack of support can lead to frustration and hinder the child's ability to succeed. Bullying and Social Isolation Children with disabilities are often targets of bullying and social exclusion due to ableism. They may be subjected to hurtful comments, mockery, or physical harm from their peers. This not only affects their emotional well-being but also their desire to attend school and engage in learning. Sadly, passive bullying and isolation can also come from adults. Limited Participation in Extracurricular Activities Ableism can restrict children with disabilities from participating in extracurricular activities, such as sports, clubs, or cultural events. Schools may not make these activities accessible, or they may discourage participation, further isolating these students from their peers. Inequitable Assessment and Grading Ableism can manifest in inequitable assessment and grading practices. Teachers may unknowingly or knowingly give lower grades to children with disabilities, assuming they cannot perform as well as their peers. This can erode the child's confidence and self-esteem. Inclusive Education vs. Segregation Some children with disabilities are placed in separate, segregated classrooms rather than being included in general education. While the intention may be to provide specialized support, this separation can reinforce stereotypes and isolate children from their peers without disabilities. Emotional Impact Ableism in school can take a severe emotional toll on children with disabilities. They may experience feelings of frustration, sadness, or anxiety as they navigate a hostile or unsupportive environment. These emotional challenges can interfere with their ability to concentrate and learn effectively. So, How Do We Combat Ableism in Schools? To create a more inclusive and equitable educational environment for children with disabilities, we must: Raise Awareness: Schools, teachers, and parents should actively educate themselves about ableism and its impact on children with disabilities. Advocate for Inclusivity: Push for inclusive education policies that ensure that children with disabilities have equal access to resources, support, and opportunities. Promote Empathy: Encourage students to learn about and empathize with their peers with disabilities, fostering a culture of acceptance and understanding. Provide Training: Schools can offer training for teachers and staff on how to support children with disabilities effectively, including creating accessible learning environments. Encourage Peer Support: Promote peer mentoring and support programs to help children with disabilities feel included and valued. Ableism remains a significant obstacle for children with disabilities in schools. However, by raising awareness, advocating for inclusivity, and fostering empathy and support, we can work together to create a more inclusive educational environment where every child has the opportunity to thrive and reach their full potential. Inclusiveology supports parents with coaching and advocacy to ensure that their child has the supports necessary to be successfully included in school. When the right supports are in place, children can access, engage, and be more independent. Schedule a free consultation here to get the conversation started.

We've all been there. Another professional development day… Ugh. You settle in, and it’s the same thing AGAIN!  "Differentiation strategies," "classroom management basics," "understanding data" – while these topics are undoubtedly important, too often, the same sessions rotate through our calendars year after year, offering little new insight or practical application for the complex challenges we face in today's classrooms. And let’s be real. Teaching is far different than it was even five years ago! So why is so much of our PD focused on “the same old, same old”? But what if professional development wasn't just a rehash of what you’ve already heard before? What if it was an opportunity to genuinely grow our “teacher toolboxes”, specifically designed to really help  teachers meet the unique needs of every  student who walks through their doors? This isn't about "just good teaching" anymore. This is about giving our teachers the specialized knowledge and actionable strategies to truly support all learners , especially our neurodivergent students and those with disabilities. Why We Have to Shift Our classrooms are becoming increasingly diverse, and rightly so. Inclusive education is not just an ideal; it's a necessity. Yet, many teachers feel underprepared to effectively support students with ADHD, autism, dyslexia, anxiety, and a myriad of other learning differences and disabilities. This isn't a failing on their part; it's often a systemic gap in the professional learning opportunities provided to them. Imagine a PD session that dives deep into: Understanding executive functioning challenges  and practical strategies for supporting students with organization, planning, and self-regulation. Think graphic organizers, color-coded materials, visual schedules, and thinking maps! Sensory-friendly classroom environments  – what they are, why they matter, and how to create them on a budget. Create reset spaces  that benefit every kid! Differentiating instruction specifically for struggling readers , going beyond simple accommodations to true instructional shifts. And how to assess for missing foundational skills! Trauma-informed practices  that recognize the impact of adverse experiences on learning and behavior. How can we lead with empathy, kindness, and make sure that kids feel safe and secure? These aren't niche topics; they are fundamental skills for every teacher because these kids are in your classrooms! Schedule a time to chat to see what your teachers need for upcoming PD. We’re happy to help you get solution-centered, so your teachers can help kids. CLICK HERE  to grab a spot on our calendar. Stop Recycling PD. When districts recycle the same PD, teachers are checking out. They’re not engaged.  Even when you switch up the presenter, they know it’s the “same old, same old”.Teachers want what they can use in the classroom: unique, evidence-based, and immediately applicable strategies . They want to walk out of a session with something (or many things!) they can use tomorrow morning.  Go beyond theoretical discussions and shift to hands-on workshops, peer-to-peer learning, and opportunities to practice new techniques in a supportive environment.Bring in experts who specialize in neurodiversity and inclusive practices. Your teachers will thank you for it! It’s Good for Kids and… Reduces Teacher Turnover:  When teachers feel equipped, confident, and successful in meeting student needs, their job satisfaction soars. Feeling overwhelmed and ill-prepared to support struggling students is a significant contributor to burnout and teachers leaving the profession. Give them the tools that will keep them in our classrooms longer. Decreased Teacher Frustration:  Let's face it, when we feel like we're constantly hitting a wall with a student, it can be incredibly frustrating. Providing teachers with a repertoire of effective strategies helps them to get solution-centered, adapt, and ultimately experience more success with all their students. Maybe even think outside the box! Let’s help teachers reduce stress, not add to it. Improved Student Outcomes:  Ultimately, this is why we do what we do. When teachers are better equipped to understand and support diverse learners, student engagement increases, learning gaps narrow, and academic and social-emotional growth flourishes for every child. Rethink and Recreate Professional Development. Let’s get out of the comfort zone of familiar PD topics. and courageously embrace the kind of professional learning that truly matters. Invest in teachers by giving them the specialized knowledge and practical skills to become creative, thoughtful, and empathetic educators for every child, especially our neurodivergent students and those with disabilities. What professional development do your teachers need to be impactful and intentional with every kid?  And not just the ones that “fit inside the box”... Schedule a time to chat to see what your teachers need for upcoming PD. We’re happy to help you get solution-centered, so your teachers can help kids. CLICK HERE to grab a spot on our calendar.