As educational leaders and teachers, your ultimate measure of success lies in what your students learn and how they apply that knowledge. While student learning outcomes are a required metric, they also help you guide your instructional choices that lead to meaningful learning for all students. Learning outcomes clearly define what a student should know, understand, or be able to do by the end of a course, grade level, or program. They shift the focus from merely teaching content to ensuring observable and measurable mastery of that content. When outcomes are clear, they support both educators in designing effective instruction and assessment and students in understanding the learning goal. The Challenge of One-Size-Fits-All Assessment Your classrooms are filled with creative thinkers, students with various levels of support needs, and those that think “outside the box”. Students come with varying backgrounds, strengths, and challenges - including those with unique learning needs or who are neurodivergent (e.g., students with ADHD, dyslexia, or autism). Expecting every student to demonstrate mastery in the exact same way—a standard five-paragraph essay or a timed multiple-choice test—often measures their ability to perform under specific constraints rather than their true understanding. This restrictive approach can obscure genuine learning, leading to inaccurate assessment data and, most critically, poorer learning outcomes for a significant portion of our student population. How Can We Make Learning Equitable for All Students? By using Universal Design for Learning (UDL)  as a foundation for creating learning opportunities that meet the needs of all of your students. UDL, a framework developed by CAST , guides the design of learning environments to be accessible and engaging for all. It anticipates learner variability from the outset and helps to create instruction that works better for everyone. UDL is structured around three core principles, each providing multiple options for how students can interact with content, directly supporting enhanced learning outcomes and the demonstration of mastery.  Let’s take a look: 1. Multiple Means of Engagement (The "Why" of Learning) This principle focuses on the affective network—the emotional component of learning. To improve engagement and motivation, UDL suggests offering choices: Offer options to make learning more intresting:  Let students choose topics or tools for a project, connect learning to their personal lives, or work in groups or independently. Offer options to help students adjust and monitor their own learning:  Provide clear rubrics, varied levels of challenge, and opportunities for self-reflection and goal-setting. 2. Multiple Means of Representation (The "What" of Learning) This principle addresses the recognition network—how students gather and categorize information. It ensures content is presented in ways that are accessible to all learners: Offer options that are accessible and multi-sensory:  Provide text paired with audio narration, use visual aids, offer adjustable font sizes, and ensure all media is captioned. Offer options for language, expressions, and symbols:  Define domain-specific vocabulary, use graphic organizers to illustrate relationships, and offer multiple formats (e.g., text, video, simulation) to explain complex concepts. 3. Multiple Means of Action and Expression (The "How" of Learning) This principle focuses on the strategic network—how students plan and perform tasks, and critically, how they demonstrate their learning and “show what they know”.  This is the core principle that directly supports the idea of multiple pathways to mastery. Offer options for students to physically respond:  Allow students to use speech-to-text, assistive technology, manipulatives, or alternative input methods instead of requiring manual writing or typing. Offer options for expression and communication:  Instead of a standard test, allow students to: Create a podcast or video documentary. Design an infographic or interactive presentation. Build a physical model or digital simulation. Write a formal paper or an oral report. Develop a comic strip or storyboard to explain a process. Do We Want Students to Deeply Understand Content? Yes. To make the shift towards greater student learning outcomes, we have to ensure that s tudents have multiple, flexible ways of showing that they are learning or have mastered content. When we implement UDL and offer diverse assessment methods, we are not lowering standards. We are simply making the assessment of those standards more accurate and equitable . A student with dysgraphia  who can brilliantly explain the principles of $F=ma$ in a verbal presentation has demonstrated the same understanding of physics as a student who wrote a perfect exam answer. A neurodivergent  student who struggles with abstract reading but excels at building a conceptual model of cellular respiration is showing clear mastery. By adopting UDL principles, especially in the areas of response and presentation, we can ensure accessible learning for all students, leading to more authentic expression, deeper engagement, and greater learning outcomes for all.

They would’ve mattered to me. In High School, I failed Math every year and went to summer school. In hindsight, I had terrible number sense throughout my own education until I took Graduate Statistics. It was in that class that I found a practical application for Math. I collected data for research that I was doing, had supportive tools (e.g. calculator, charts for processes and procedures, a peer to cross check my work), and felt valued and Mathematically intelligent! I also got an ‘A’. As folks in education, regardless of our roles, we all want to see our students succeed. For many students, Math can feel like a vaulting box that they’re scrambling to get over. The traditional way of teaching Math, mostly with paper and pencil, while effective for some, can leave others feeling frustrated, defeated, and convinced they "just aren't good at math." Because I was one of those kids, as a teacher, I took so many workshops and PD sessions on all things Math and number sense that I lost count. I was determined to teach Math in a way that made sense to kids and feel grounded in my ability to do so. I learned about different tools and strategies. I learned how to recognize when a student learns differently. I learned how to provide them with another way to grasp mathematical concepts, to “get it”. And I never lowered my expectations. Mrs. Turner, my High School Math teacher, would have been proud.  What could she have done differently to reach me? To reach other kids that were different thinkers? We know, there’s a need for more support! Tools for Support Are Readily Available. Think about it: if a student struggles to read a textbook, we don't just tell them to try harder. We offer audiobooks, graphic organizers, and assistive technology. Why should Math be any different? When students are given tools that align with their learning styles and address their specific challenges, awesome things can happen, like: Increased Engagement:  When math becomes less abstract and more tangible, students become more invested and curious. Reduced Anxiety:  The pressure of "getting it wrong" lessens when there are multiple ways to approach a problem. (I would’ve crawled under my desk, if she’d let me.) Deeper Understanding:  Hands-on experiences and visual representations can solidify conceptual understanding far more effectively than rote memorization. Boosted Confidence:  Success, even with the help of a tool, builds self-efficacy and encourages students to take on new challenges. Let’s find a time to connect  and see how Inclusiveology can support your teachers with tools and strategies for Math and other academic areas. We provide expert support and insights into supporting students who are struggling or learning differently. We’d love to help your school community. What Do These Tools and Strategies Look Like Across Grade Levels? The beauty of alternative approaches is their adaptability. Here are some examples of tools and strategies that can be implemented at various educational stages: Elementary School: Manipulatives:  Unifix cubes, base ten blocks, fraction tiles, and Cuisenaire rods help young learners physically represent numbers, operations, and fractions. Kids with sensory concerns might also choose a manipulative that best suits their tactile need. Visual Schedules/Timers:  For students who struggle with transitions or focus, visual timers can help them manage their time during Math activities. Sand timers, digital timers, or Time timers can be used depending on preference. Number Lines and 100 Charts:  These visual aids provide concrete representations of number sequences and can assist with addition, subtraction, and skip counting. Teachers can post large anchor charts on the wall or provide students with their own mini chart. Interactive Games & Apps:  Engaging digital tools can make practicing foundational Math skills fun and accessible. Middle School: Graphic Organizers:  Flowcharts for solving multi-step problems, KWL charts for new topics, or concept maps for understanding relationships between Mathematical ideas. Calculator Use:  While mental Math is important, strategic calculator use can reduce cognitive load for students struggling with basic computation, allowing them to focus on higher-order problem-solving. Virtual Manipulatives:  Online versions of physical manipulatives can be accessed anywhere and offer a dynamic way to explore concepts like algebra tiles or geometric shapes. Peer Tutoring & Collaborative Learning:  Working with peers can provide different perspectives and help students articulate their thinking.  High School: Formula Sheets & Reference Guides:  Allowing students to use well-organized formula sheets during assessments can support recall and reduce anxiety, particularly for those with working memory challenges. Assistive Technology:  Specialized software that offers text-to-speech, speech-to-text, or screen magnification can be invaluable for students with learning disabilities or visual impairments. Real-World Applications & Project-Based Learning:  Connecting abstract Math concepts to practical, real-world scenarios makes the learning more relevant and engaging. Chunking & Scaffolding:  Breaking down complex problems into smaller, ”digestible bites” and providing clear guidance at each stage.  “Getting” Math Matters. It mattered to me then, and it matters to kids now. Kids can be successful with Math when they have the right supports. When we give them tools and strategies that work for them, we show that we’re reaching all students. By giving our students appropriate tools, we support more than Mathematical ability - we build their resilience, enhance their thinking skills, and show them that there’s not a “one-size-fits-all” approach. I was a kid that experienced Math with a paper and pencil. In 2025, there’s so much available to helps kids “get great at Math”! Let’s find a time to connect and see how Inclusiveology can support your teachers with tools and strategies for Math and other academic areas. We provide expert support and insights into supporting students who are struggling or learning differently. We’d love to help your school community.

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!