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Sensory Processing: In the Classroom

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Sensory Processing Disorder (SPD) is a complex condition for several different reasons. Because the symptoms range in severity and can be vastly different from child to child, SPD is often misunderstood by peers, parents, and educators. Furthermore, the symptoms for toddlers, preschool-aged, and school-aged children are also rather common for the age group, causing them to be overlooked or ignored. For instance, school-aged children with SPD may be fidgety, worrisome, aggressive, withdrawn, easily distracted, sensitive, etc. These symptoms resemble the typical behavior of any 7-12 year old from time to time. In fact, these same characteristics could apply to the average adult on any given day.

As discreet as this condition can be, SPD can have significant effects on a child’s ability to learn and adapt to different environments. This, of course, could result in setbacks in the classroom, both socially and academically. Again, because of the varying degrees of severity, symptoms of SPD can be camouflaged by our understanding of the characteristics of certain age groups. Here are some fast facts about SPD and its potential effects on students.

  1. SPD is a condition that affects the brain’s ability to receive, interpret, and respond to information that comes through the senses. This means that students may have difficulty with sights, sounds, textures, and agility/movement.
  2. Sensory Processing Disorder can cause oversensitivity of the senses. For instance, a child may be particularly bothered by the tactile feel of a certain type of material or fabric. Others with SPD could be easily disturbed by common sounds or certain levels of light. Furthermore, students may experience a combination of sensory sensitivity, meaning that more than one sense can adversely affect their ability to receive and retain information.
  3. These aversions to certain sensory messages may seem arbitrary or overly dramatic to people that are unfamiliar with this condition. However, a child with SPD is truly affected by these triggers. A certain ordinary sound or texture of a specific food could cause a child to become physically sick. Obviously, these aversions and reactions can greatly affect the child’s social and cognitive development.
  4. Because of misinformation or complete ignorance of the condition, a student’s peers may be highly confused by the student’s reaction to sensory stimuli. Not only can the behaviors create difficulty for students with SPD, but the social aspect makes cooperative learning and group work an additional difficulty.
  5. Some children with SPD struggle more with spatial awareness. This means that they may exhibit a lack of coordination, difficulty with physical play or movement, and may frequently bump into things while walking. Children that fall on this end of the spectrum of SPD will also exhibit clumsiness and an inability to control or manage their limbs in relation to their surroundings. Therefore, physical education classes, sports, and other extracurricular activities could be difficult or intimidating for students that struggle with physiological symptoms of SPD.
  6. Because SPD is not currently categorized as a medical condition, treatment options can be difficult to come by. For most occupational therapists treating children with sensory processing problems, a common approach is called “sensory integration.” Similarly to exposure therapy, sensory integration involves presenting the child with opportunities to confront the sounds, sights, tastes, textures, etc., that cause discomfort or distress. The idea behind this method is to strategically teach the child how to interpret and respond appropriately to the sensory input.
  7. Some forms of physical therapy could also be beneficial when movement and physical functions are compromised by SPD. Again, the idea is to exercise the brain like a muscle, acclimating it to receive and respond properly.
  8. Sensory Processing Disorder does not necessarily have to accompany another condition; however, it is commonly seen in children on the autism spectrum.   

Sensory Processing: A Parent’s Guide

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Sensory Processing Disorder (SPD) is a complicated disorder for several different reasons. Because its symptoms range in severity and can be vastly different from child to child, SPD is often overlooked or misdiagnosed. The symptoms for toddlers, preschool-aged, and school-aged children are also rather common for the age group. For example, school-aged children with SPD may be fidgety, worrisome, aggressive, withdrawn, easily distracted, sensitive, etc. These “symptoms” sound like the typical 7-12 year old. In fact, these same characteristics could apply to the average adult on any given day.

As discreet as this condition can be, SPD can have significant effects on a child’s ability to learn and adapt to different environments. This, of course, could result in setbacks at home, school, and in social situations. Here are some fast facts about Sensory Processing Disorder and its potential effects on your child.

  • SPD is a condition that affects the brain’s ability to receive, interpret, and respond to information that comes through the senses.
  • Sensory Processing Disorder can cause oversensitivity of the senses. For instance, a child may be particularly bothered by the tactile feel of a certain type of material or fabric. Others with SPD could be easily disturbed by common sounds or certain levels of light.
  • These aversions to certain sensory messages may seem arbitrary or overly dramatic to people that are unfamiliar with this condition. However, a child with SPD is truly affected by these triggers. A certain ordinary sound or texture of a specific food could cause a child to become physically sick. Obviously, these aversions and reactions can greatly affect the child’s social and cognitive development.
  • Some children with SPD struggle more with spatial awareness. This means that they may exhibit a lack of coordination, difficulty with physical play or movement, and may frequently bump into things while walking. Children that fall on this end of the spectrum of SPD will also exhibit clumsiness and an inability to control or manage their limbs in relation to their surroundings.
  • Because SPD is not currently categorized as a medical condition, treatment options can be difficult to come by. For most occupational therapists treating children with sensory processing problems, a common approach is called “sensory integration.” Similarly to exposure therapy, sensory integration involves presenting the child with opportunities to confront the sounds, sights, tastes, textures, etc., that cause discomfort or distress. The idea behind this method is to strategically teach the child how to interpret and respond appropriately to the sensory input.
  • Some forms of physical therapy could also be beneficial when movement and physical functions are compromised by SPD. Again, the idea is to exercise the brain like a muscle, acclimating it to receive and respond properly.
  • Sensory Processing Disorder does not necessarily have to accompany another condition; however, it is commonly seen in children on the autism spectrum.

What We Can Learn from Students with Learning Disabilities

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A learning disability indicates that there is an issue or difficulty with acquiring knowledge or grasping concepts, information, or processes. Because of our common understanding of students with learning disabilities, it is unfortunately typical to view a disability as a disadvantage in the classroom. While this can and certainly is the case on some level, what we often neglect to notice are the advantages that come with what we consider a disability. Yes, learning disabilities make certain skills more difficult, but they also bring many unique perspectives to the classroom. Perhaps viewing these disabilities more as differences would open our eyes and allow for a more optimistic outlook.

Attention Deficit Hyperactivity Disorder

Students with attention deficit hyperactivity disorder (ADHD) exhibit periods of difficulty focusing, hyperactivity, and impulsivity. These symptoms vary from person to person, but can notably interfere with learning. But, believe it or not, ADHD symptoms may also have their own unique benefits. For instance, hyperfocus occurs when children with ADHD are able to hone in on one specific activity or task for long periods of time. Whether this form of hyperfocus comes about athletically, artistically, technologically, etc., students that practice channeling their attention and excess energy find great success in their interests.

Furthermore, having adapted to managing the ADHD symptoms over time, children learn to self-check and recognize when their level of attentiveness dips and peaks. Children with ADHD are often forced to think or learn a little differently. They become experts at streamlining information, honing in on significant details, and gauging their own comprehension. This sort of self-awareness helps students play off of their strengths and develop creative means of achievement.

Students with attention deficit hyperactivity disorder are also highly sociable and friendly. Because they are prone to being talkative, their verbal language skills are often higher than those of their peers. Storytelling, public speaking, and debating are some of their common social strengths.

Dyslexia/Dysgraphia

Dyslexia, a learning disability that affects a reader’s ability to decode, comprehend, and read fluently, certainly presents its own challenges in and out of the classroom. Reading levels can range from below grade level to nearly illiterate—which is not only frustrating for a child, but greatly discouraging, as well. The advantages of dyslexia are widely unknown, as the disorder is seen as a major educational roadblock. However, there seem to be undeniable benefits. Since reading presents a major challenge, some believe that the following behaviors are a means of compensating for the gaps in reading. For example, students with dyslexia typically thrive at tasks involving abstract thinking, creativity, and holistic or “whole picture” thinking. Children with dyslexia also display strengths in reasoning, problem-solving, and persistence.

Similarly, dysgraphia, a disability that affects written language, also has its own unique benefits. Since motor skills affect pencil grip and the ability to master written language, children with dysgraphia compensate by sharpening their listening skills. These learners are masters of recalling oral details, memorization, and storytelling. These conversationalists thrive in social situations and are often helpful problem solvers.

How-to Check for Comprehension: High School

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Comprehension: though this term has a simple definition, it is far from a simple concept. Comprehension centers on one’s ability to understand or make sense of something. It is truly a complex cognitive ability that can be difficult to measure and varies person to person.

Once adolescents arrive at the high-school level of their education, comprehension is an expectation in the classroom. Having progressed through years of schooling, high schoolers have had their comprehension assessed countless times. The methods for which to assess them over the years is just as varied. Whether via formal or informal assessments, comprehension at the high school level leaves no room for gray areas—students either comprehend a concept, or they do not. This is different from the lower grades, when students are still developing comprehension skills. So how can high schoolers check for and improve comprehension skills? The three-step strategy below is a proven process which expands a student’s comprehension skills.

  1. Annotate texts, assignment sheets, rubrics, etc. Essentially, any text can be annotated to check for understanding. When students receive an article, report, novel, etc., they should immediately assume the role of an active reader and writer. This means that, when reading, students should have a pencil and/or highlighter in hand, ready to record as they read. This is not an innate skill; it takes practice and consideration. Highlighting is not merely enough—students have to indicate why they have highlighted something, which is where margin notes come into play. This process helps to ensure that students are actively engaged in the text, following along and thinking critically as they read.
  2. Employ close reading, of which annotating is an important aspect. Close reading involves a critical analysis of a text that requires the reader to engage closely with the text by focusing on significant details, patterns, and other distinguishable aspects of the author’s writing. Close reading asks that readers question or critique the artistic choices of the author, i.e., Why did he include that simile? What is the meaning of that term as it is used in the context of the paragraph? What is the greater message that the author may have been trying to convey? Close reading encourages readers to look at the text in layers, similar to that of an onion. As we peel back the layers, we ask different questions of the text. First, what is the author saying? Then, how is the author saying it? And finally, why would the author choose to say it in such a way?
  3. Respond to the text. Having annotated and performed a close reading of the text, a final method for ensuring comprehension is to respond to the text. With the notes that the student has taken, and the observations and critiques that have been made, high schoolers can exhibit further comprehension by responding in various forms, but likely a written response. High school students can create book reviews, author reviews, argumentative or persuasive pieces, etc. By commenting on a text in a critical way, students are able to show that they have not only comprehended the material, but also analyzed it critically.

Standardized Testing: A Parent’s Guide

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Whether a proponent of the practice or not, standardized testing is a certain reality for parents, students, and teachers in America’s public educational system. While both sides of the long-held debate argue vehemently for the continued use or abolishment of such high-stakes assessments, one thing is certain—our children, teachers, administrators, and schools will be measured by standardized tests. Aside from exercising your parental right to “opt out” of such state mandated assessments, which thousands of families have decided to do in recent years, what can parents do to ease the inevitable stress associated with these high-stakes tests?  

Well, depending on your child’s age and learning circumstances, the conversations surrounding standardized testing will vary. For children and teens with testing anxiety or other learning difficulties, it is most important to put your child at ease. As a parent, the last thing that you want to witness is your child’s worry or discomfort.

When testing becomes a part of the school year, allow your child to steer the conversation. Answer their questions honestly and validate their concerns. Yes, these tests matter; no, these tests do not define your abilities. Discuss how such assessments are just one measure of some of the things that they have learned this year. Explain to your child that the importance of an assessment is to acknowledge what they know—not necessarily to focus on what they do not know. Keeping the focus on the positive helps to reduce test anxiety and ease the worry of answering incorrectly. Remind your child that his strengths far exceed the measures of such exams.  

For the “perfectionist” child, standardized tests can be a rather hefty focus. Even if parents minimize the importance of these assessments, the perfectionist will seek success. Children who are used to doing well will inevitably put pressure on themselves when completing an assessment such as this. In this case, provide your “high flyer” with test-taking strategies. These tips not only assist during the test, but they also provide your child with the confidence they need to alleviate some of the pressure associated with acing the exam.

  • For reading comprehension sections, encourage your child to read the questions prior to the excerpt. This will prepare students as they read, and help them to be aware of what to look for in the text. Reading the questions prior to the excerpt is also a method to save time. When students know what they are looking for, they are able to work through the text or excerpt more efficiently.
  • Tell your child to mark, then skip, questions that are confusing. Remind them that they can always go back and select an answer later on in the testing session. But to focus on a confusing question for too long will not only waste time, it will also cause frustration and stress.
  • Remind your child to read each question carefully, being sure to understand what is being asked before seeking the answer. Often times, in an effort to save time, students may rush through the questions and choose the initial gut response. Remind them to read questions carefully and completely.
  • When in doubt, remind your child to use the “process of elimination” method. Especially when questions are more confusing than others, encourage children to cross off answer options that they know cannot be correct. Then, when necessary, take an educated guess from the remaining options.

How-to Check for Comprehension: Middle Grades

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Comprehension, quite simply, indicates a person’s ability to understand something. Simply by existing, humans are constantly receiving input and information, analyzing it, and (hopefully) making sense of it. Something that is done so automatically and continuously should be easy, right? Not always. Herein lies the issue, especially when it comes to the middle school child—adolescents often think that they know everything, and/or, they completely disregard anything that confuses them. The “if I ignore it, it will cease to exist” mentality unfortunately only works to create more confusion. This is why self-checking for comprehension is a necessary skill for middle schoolers to learn to employ.

Trust me, comprehension will be assessed at great lengths throughout middle and high school. Between the standardized testing, regular assignments, and lengthy book reports, formative comprehension checks will become a routine as students make their way through their schooling. In order for students to recognize whether they have comprehended something or not, it is important for them to begin to actively question themselves as a learner. But what does this look like? Here are a few strategies that middle schoolers should employ to check for their own comprehension.

Can I summarize that reading? A summary should consist of the key points, major details, and take-aways from the entire reading as a whole. If a middle schooler is not able to adequately present a holistic view of the key moments from a text, he or she has not fully comprehended it.

Did I understand all of the vocabulary that I encountered? This question goes back to the issue of disregarding information that is confusing. When stumbling through a reading where vocabulary presents an issue with comprehension, students’ typical reaction is to plow through, ignoring the terms or phrases that they do not understand. This is an obvious sign that the middle schooler is not fully comprehending the text. As annoying as they may find this to be, middle schoolers should get in the habit of searching and defining unfamiliar words as they read or work.

Can I comment, question, or critique anything from this reading? Again, this practice is often met with moans and groans. “As if reading the text is not difficult enough, they now want me to analyze it?!” Yes. If a middle schooler does not have anything to add or consider after finishing a text, then their comprehension is questionable. Highlighting and taking margin notes will help when it comes to critiquing the text. Be sure that your middle schooler knows why he or she highlighted a certain section. Again, if they are able to pinpoint key moments or question the text, chances are the comprehension piece is intact.

Was my focus on the text the whole time? This question is one that even adults struggle to answer on occasion. If readers arrive at the bottom of the page only to discover that they were thinking about what to eat for dinner, then the focus was disrupted. Without focusing on the text, there is no way to fully comprehend its meaning.

Try implementing one or more of these strategies the next time your middle schooler completes a reading assignment. You may both be surprised to see how a few extra minutes of reflection can greatly enhance comprehension!

How-to Check for Comprehension: Elementary Grades

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Merriam-Webster defines comprehension as simply, “the ability to understand.” Sounds simple enough, right?

The issue with checking for comprehension, especially at the elementary level, is that it often looks different from child to child. One child’s method of comprehending something may be completely different from that of another. To even further complicate the concept, as the adage goes, children don’t know what they don’t know. Teaching your child to self-check for comprehension is a valuable asset when it comes to executive functioning skills. Performing a self-check for comprehension is also a necessary life skill that never becomes irrelevant. Whether in high school, college, or in the workforce, people always need to be able to question their own ability to understand something. Here are some Do and Don’t tips when it comes to encouraging the comprehension check with your elementary schooler:

Do

–  Ask specific questions about your child’s day. Be ready for follow up questions, as well. This is something that parents do regularly anyway, but the difference is in how you ask the questions. Be sure to ask about specific events, classes, or activities from the day. This will cause your child to reflect on his or her day and respond in detail. The ability to recall the day’s key events not only checks for memory and comprehension, but it also provides information about what is most important or memorable in your child’s perspective.

–  Subtly model the process of checking for one’s own comprehension. Perhaps when cooking dinner, read the recipe aloud in front of your child. Ask him or her to explain something that seems “confusing” to you. Model the process by which you reread, ask questions, and rephrase instructions. Demonstrations like this show children how to recognize when they are experiencing confusion. This also shows your child that comprehension or basic understanding plays a huge role in the real world.

–  Create a bedtime routine involving “book talks.” The bedtime story routine is beneficial in and of itself; it is also a valuable time for connecting with your child. In addition to benefiting reading skills, a story presents the perfect opportunity for your child to self-check. Prompt them by asking questions like, “Who was your favorite character?” “Why or how do you relate to that character?” “Can you believe it ended like that?” “I was confused by this part; do you know what was happening here?”

Don’t
–  Simply ask, “How was your day?” Of course, this is a perfectly normal question that we have all asked and answered on countless occasions. There is nothing wrong with starting there. However, this sort of question allows for a weak, general response, one that lacks detail and any sincere reflection on the day’s events. Perhaps ask for a high point and low point; what was the best part of your day? Now tell me about the worst part of your day. Again, this prompts children to get specific about what they can recall.

–  Over-sell it. Checking for comprehension is a skill that should eventually become natural as children progress through their education. A little prompting is helpful; yet, blatant practices will intimidate, confuse, or even discourage a child when it comes to self-checking. Again, subtly implement or model different uses for comprehension. The more routinely natural the practice becomes, the easier your elementary schooler will be able to grasp it.

–  Make your child write the information down. The idea of the bedtime story is meant to be enjoyable and relaxing. Comprehending the story is simply another layer of enjoyment. Forcing your child to write or formally respond is in no way beneficial to his or her comprehension. If they can verbally articulate what happened in the story, then they comprehended it sufficiently.

Preparing for the Conference with Your Child’s Teacher

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According to the National Education Association, “Research has proven that parental involvement is the most important factor in a student’s success in school.” There are likely many different contributing factors behind this statistic:

          1) By sheer participation alone, involved parents demonstrate the importance of education when leading by example.

          2) Parents who are involved in their child’s education act as an extra academic support system.

          3) Involved parents set high, yet attainable expectations, which reinforce the idea that hard work and determination pay                    off.

          4) Involved parents are likely communicative with the school and their child’s teachers, which ensures that what happens                at school becomes a conversation at home, and vice versa.

That said, the parent-teacher conference may sometimes be viewed as a negative experience—one in which the child is presumably struggling academically or behaviorally. However, this is simply not the norm anymore. Gone are the days when a teacher’s email, phone call, or request for a meeting indicates a problem. Now, it is all about collaboration.

Read on for some tips to prepare for your conference with your child’s teacher.

Prepare student-centered questions in advance. This means that the focus of the meeting will stay on your child and his academic achievement. Ask about his tendency to participate, where he sits in the room, and his attentiveness. Ask if the teacher’s observations are similar from class to class, or if his behavior or focus fluctuates throughout the day. Inquire about certain grades that may have been lower than expected—teachers often file student work for moments precisely like this. Ask to see that work.

Feel free to take notes during the conference. These meetings are only as helpful as the information that you take away from them. Often times, because of the school day schedule, meetings are condensed into 30-40 minutes.  With so much information being shared, it is important to jot down key points from the discussion so that nothing is forgotten.

Let your child know that you are meeting with his teachers that day. You do not want to surprise your child at school, leaving him wondering what caused you to show up randomly. You also do not want your child to worry that this meeting is to discuss his potential problems behind his back. Be open about the need for the conference and how it is beneficial to his academic performance.

Ask for suggestions about how to utilize time at home. Often times, the student at school differs greatly from the child you see at home. Ask teachers to elaborate on strategies that they have used with your child that seemed successful. Perhaps, routines that you are using at home are reinforcing conflicting messages.

Be sure to follow up the conference with any additional questions or concerns. Again, these meetings tend to proceed quickly. If you find yourself with further inquiries, make a note of reaching out for clarification. There is nothing worse than leaving the conference with less answers than before.   

By preparing for your conference, you will likely find that you receive far more information and insights that you can use to support your child’s educational efforts and progress at home.

Problem Solving: At-Home Tips

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You’re a parent. You know that, when it comes to your child, one of your major roles, if not the most important role, is “fixer” or “solver of problems.” Especially in the lower and middle grades, children and teens lean on mom and dad for anything and everything. This is, of course, one of the more comforting aspects of childhood—this notion that someone is always right behind you, or beside you, or perhaps even ahead of you paving the way. The key to problem solving for your child is to demonstrate the process of problem solving so that he can begin to anticipate and solve his own problems.

This transition is meant to be a smooth and steady process. Just as you wouldn’t put your child on a bike for the first time and push her off on her own, you wouldn’t abruptly throw 100 percent of the responsibility to solve a problem on your child either. This is where “problem solving training wheels” come into play. Relinquishing control one step at a time allows your child to get a taste of responsibility, self-advocacy, and independence.

So, how can you bring the training-wheel method into your home? Let’s take a look…

Hand over some (most) of the teacher communication. Of course, the amount of responsibility will depend on your child’s age and comfort level with the teacher. Typically, the start of middle school is a prime opportunity for parents to begin to relax on the micromanaging when it comes to teacher communication. Begin by having children handle email correspondence with the teacher when they encounter a problem or question about the classwork or homework. This not only shows children how to correspond or ask clear questions via email, but it reinforces the idea that this is THEIR education—not anyone else’s. Furthermore, teachers greatly appreciate a student’s inquiry because it demonstrates self-advocacy.

Model proactive practices. This not only teaches your child to plan ahead, but it also helps to prevent those last-minute fires that seem to ignite at the worst possible times. Take the almighty ink cartridge, for instance. Waiting until the morning off to print an assignment is just asking for trouble. Instead, help your child by encouraging him to finish assignments in advance so that empty ink cartridges or jammed printers are no longer a possibility. The same goes for projects, field trips, show and tell, etc.—prepare ahead of time to avoid the stress and struggle of unforeseen complications.

Try to avoid interfering with problems in progress (this is not going to be easy…) Again, it’s human nature for parents to want to shield their children from conflict—we’d rather absorb the pain or fix the problem on their behalf. This, however, is not always in the best interest of the child. By swooping in and alleviating the issues for them, children will not learn to manage on their own. Again, this is not to suggest that you leave your child to her own devices when major problems arise; use your judgment to assess how and when your interference is necessary. As difficult as it may be, a “hands-off” approach when dealing with small, day-to-day issues can greatly improve a child’s self-esteem, independence, sense of responsibility, and problem-solving skills.

Instructional Techniques for LD Students

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Just like any other student, a student with a learning disability benefits greatly from structured, engaging, individualized instruction. And again, all students, no matter what type of learning obstacle may accompany them, have unique ways of accessing and retaining information. But what specific strategies can foster optimum learning opportunities in the classroom? Well, that depends on your students. Below are numerous strategies to best navigate your inclusion classroom and assist every student in the best way possible.

Present information, assignments, readings, etc. in different ways

Students with learning disabilities sometimes require multiple avenues or scaffolds in order to best access the material. This can mean that, while some students benefit from audible instruction—simply listening to directions—others may need to see instructions written out. A best practice, especially with the technology provided in most classrooms these days, is to provide clear and concise directions both orally and visually. This is achieved by printing individual handouts with directions, or leaving instructions on the Smartboard while students work on the task. Posting directions on the board or at students’ desks also reinforces the process of rereading for clarification. If students have the directions at their fingertips, memory or attention issues are circumvented.

Another beneficial way to present information to students with learning disabilities is to carefully and deliberately model the task or activity. For instance, written and spoken lab directions are helpful for many, but actually seeing the process of measuring, pouring, calculating, etc., may be necessary for students with processing disorders or issues pertaining to executive functioning. Writing assignments should also be modeled for students, as sentence structure, organization, and fluidity are not easily accomplished just by discussing. These, and other high-level thinking skills, require some step-by-step handholding for ALL students.

Furthermore, when creating or modeling different examples, it may be helpful for some students with learning disabilities to see a sample in front of them, not just up on the board. This way, as the teacher is modeling the task, students can follow along closely, taking notes and highlighting as they work.  

Allow students to access readings and class materials in different ways. Again, technology can be a major asset for inclusion classrooms. With the use of laptops, headphones, audio files, etc., students are able to read and write with assistance. Much like many accommodations require, students can listen to texts while following along. They are able to highlight or mark texts digitally using google classroom or other interactive technologies. Students can even complete and submit work without ever having to print or keep track of a tangible document. This can be particularly beneficial for a student with executive functioning issues, where organization can be a real struggle.

Modifications for assessments and assignments are also greatly beneficial. For example, conveying the theme of a novel in paragraph form could be extremely intimidating for many students, especially those with a learning disability involving written language. Since a best practice for teaching is to utilize student choice, why not allow students to represent a theme or other difficult concepts by a different method? Some may thrive by creating a collage or other visual representation, while others may compose a poem or comic strip to convey the theme.

A key to exceptional instruction is to provide students with engaging, individualized means of learning. This not only benefits students with learning disabilities—all students flourish when teachers utilize best practices.