In my last post, I mentioned how our goal as teachers is "to help every student develop the skills needed to succeed in class and create opportunities for them to learn the curriculum." Let's dive into how we can make this happen for all students, no matter their strengths and abilities.
Making Daily Routines Inclusive
Take a common classroom routine like writing in a daily communication book or agenda. This activity helps students practice printing, learn to copy from the board, develop responsibility by taking the book back and forth from school to home, and communicate with their families. Now, imagine you have a student who struggles with fine motor skills, a student with autism who refuses to write, or a student with a significant learning disability. Often, the solution is to have a teacher or support staff do it for the student because it's easier or that's how it’s always been done. But if our goal is "to help every student develop the skills needed to succeed in class," letting the student skip the activity doesn’t help them achieve this.
Adapting the Routine
Think about all the steps involved in this routine. Ask yourself, "What can they do?" Here’s how you can break it down:
1. Carrying the Communication Book
Adaptation: Use a lightweight book or a sturdy cover for easy handling. If needed, a small backpack with easy-to-open zippers or Velcro can help.
2. Packing the Backpack
Adaptation: Use visual schedules or checklists. Place a visual of the communication book on the “end of day” schedule. Provide a specific, consistent location in the classroom for the book.
3. Copying from the Board
Adaptation: Provide a mini whiteboard on their desk with the daily note written by the teacher or a peer. Use a printout with clear, high-contrast font for them to copy. Assistive technology like a tablet with a stylus can also be helpful.
4. Tracing Notes
Adaptation: Pre-write the note using a highlighter for the student to trace. Gradually reduce the amount of highlighting as the student’s skills improve. Provide thicker pencils or special grips to assist with holding the writing instrument.
5. Chunking Tasks
Adaptation: Break down the task into smaller, manageable steps. For example, first write the date, then take a break, then write the first sentence, and so on. Use timers or visual aids to signal the start and end of each chunk.
6. Using Visuals
Adaptation: Include visual cues for each part of the routine. Use a step-by-step visual guide showing a child packing the book, writing the note, and putting it in the backpack. Reinforce each step with positive feedback or a reward system.
Redefining Goals and Measuring Progress
1. Redefine Goals
Example: Instead of "Student will write the daily note," use "Student will trace the daily note" or "Student will copy the first sentence of the daily note."
Gradually increase the complexity or independence required by the student, such as moving from tracing to copying independently.
2. Measure Progress
Use checklists to track which parts of the task the student completes independently
Set short-term goals that build towards full independence in the routine.
Regularly review and adjust the goals based on the student’s progress.
Benefits of Inclusive Routines
Engagement: Students feel included and are actively participating in the same activities as their peers.
Skill Development: Students work on their individual goals within the context of classroom routines.
Sense of Accomplishment: Achieving small steps builds confidence and
motivation.
Community Building: Inclusive practices foster a sense of belonging and community within the classroom.
By thinking about what each student can do and breaking down the tasks, you can help every student participate meaningfully and work towards their goals. This not only supports individual growth but also strengthens the classroom community.
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