Our classrooms abound with learner diversity, and students who face specific learning challenges are increasingly likely to be in mainstream classrooms. In fact, the National Center for Learning Disabilities notes that "most students with learning and attention issues spend most of the day in the general education classroom." Therefore, "it is necessary to build the expertise of all educators to provide all students, including those who have learning and attention issues, with a meaningful educational experience" (Norman, 2016).
Negative perceptions are all too common for children with disabilities. The truth is that every brain is unique, and we as educators can either choose to affirm that uniqueness or fall back on stereotypes and deficit dispositions. Learning environments that affirm uniqueness, treating students as individuals with differences rather than individuals who are less capable, provide a favorable context for learning. The following strategies (framed as discussion or reflection questions) are designed to help educators create a positive classroom culture and encourage positive teacher-student and student-student exchanges when working with diverse learners.
1. What are our similarities?
When working with students who have a documented disability, consider the ways students are similar to each other and teachers are similar to their students. You can have students and teachers create and compare individual "interest inventories" about things they want to know and do. The findings can help you develop engaging assignments and build relationships and community, based on shared interests, in your classroom.
2. How are we organizing students for cooperative-learning groups and other tasks?
Interest inventory responses can also serve as data points for cooperative learning. A rationale for grouping is one of the essential components for classroom organization and student learning. Traditionally, students work in groups based on the result of tests or other outcomes or behaviors, but you can also use student interests to organize heterogeneous and homogeneous groups in the classroom.
3. What are the strengths and talents of our learners?
In addition to interests, determining students' strengths is essential to teach in students' Zone of Proximal Development (ZPD), or what they can do independently versus what they can do with help (Vygotsky, 1978). Applying Vygotsky's concept of ZPD is a foundational component of Universal Design for Learning (UDL) (CAST, 2011); it also helps scaffold instruction that challenges students appropriately (within their ZPD) and determine students' independent and instructional levels for learning. UDL prioritizes differentiated routes to reaching individual learning goals. For example, with UDL, students can demonstrate their understanding through multisensory tasks because elements of lesson plans incorporate kinesthetic, auditory, tactile, and visual components. This flexibility allows teachers to determine optimal learning conditions within students' ZPD, identify students' strengths and talents, and recognize students' instructional preferences. UDL values multiple forms of representation to capitalize on students' individual capacities and dexterities.
4. How can we reframe our language?
Language can reinforce a focus on students' strengths while also acknowledging their targeted areas for growth. For example, referring to some students as primarily "visual" learners who are developing their "auditory" skills is one way to reframe language around students' strengths. Although federal policies use the term "disability," consider using the term "exceptionality," which students and families may receive as a positive and equally accurate term. People-first language can also help educators recast the traditionally negative terms used to describe individuals with a diagnosed disability. People-first language (Snow, 2009) places the person before the description and emphasizes abilities. For example, instead of saying, "disabled student," one would say, "Juan, a student who walks with crutches."
These approaches consider how teachers can connect with the wide range of learners who enter their classrooms. The recommendations also offer opportunities for students to foster relationships with one other. Educators can consider examining commonalities, using interest-based cooperative learning groups, highlighting students' strengths, and reframing language to promote positive thinking among students and create an engaging classroom culture for all.