Challenges Special Education Students Face Learning from Home

Students who receive special education services will face challenges in online learning that are similar to their general education counterparts yet amplified by their unique needs. Perhaps the most prominent challenge for these students is the absence of teachers in the learning environment. Most special education students have extra support in a small group setting, the support of a co-teacher in the general education setting, paraprofessional support, or even consultative services for academic content areas. When learning at home, this level of support is decreased drastically. Although we have substantially more technology at our fingertips than ever before, technology can’t fully replace the physical presence of a teacher to offer support.

Aside from the absence of the consistent presence of their special education teacher, special education students face many other challenges while they learn at home. Classrooms are spaces that are intentionally designed for learning, and this will not be the reality for many students’ homes. Students may not have a space that is comfortable for learning and free of distractions. This is particularly detrimental for students with sensory sensitivity and/or attention deficit. Furthermore, students may not have access to the resources and materials necessary to be successful or may have limited time with resources because they are shared amongst multiple household members. For younger students and older students with intellectual disabilities or disorders like autism, changing the learning environment and routine can be a very difficult adjustment that hinders their progress. This is true for all students to some degree, but these students are at higher risk for this struggle.

Teaching Strategies for Special Education Students Learning from Home

As we embark upon the uncharted territory of educating special education students at home for the unforeseeable future, there are some special education teaching strategies we can implement to ensure these students receive the best education possible. Here are some tips for supporting our students with disabilities at home.

Recalibrate Goals and Objectives

When transitioning to home learning, IEP goals and objectives will have to shift for most students. Any goals and objectives listed in a student’s IEP must be monitored unless stated otherwise, but there are some objectives that are not feasible for home learning. Though it may seem time consuming, taking time to meet with your IEP team about which objectives to postpone, remove, or add during home learning will be crucial in the long run. Do this early on so that you have a clear plan for what goals and objectives will be monitored for progress and how during remote learning.

Communicating with Parents and Guardians

Just as teachers have been hurled into a new phase of learning, parents and guardians are assuming a new role in their children’s learning. Establish a schedule for contacting parents, and make sure that parents know how and when to contact you as needed. Remember that while parents may have a long history with their students, they most likely do not have experience as a special educator. Providing strategies, environmental recommendations, and extension resources to parents will be key for home learning success. Make sure that parents receive support that is tailored to their student’s specific needs.

Encouraging an Effective Home Learning Space

When advising families about setting up an effective home learning space, it’s important to remember that many students’ homes are not equipped for learning. Students may not have access to a desk or even a quiet space for working sometimes. Being patient and understanding is crucial when making recommendations that will maximize what students do have for learning. If possible, families should set aside a space for learning that is consistent. This can range from a kitchen table to a spare room. Encourage families to find a hard surface to sit and work at (a table or desk), a place where distractions can be silenced, and comfortable seating.

Incorporate Movement

During remote learning, students are not moving about the classroom or between classes as they do in the traditional school setting. Students with some disabilities, like ADHD, will be particularly affected by a decrease in physical activity and this experience-reduced focus. Embedding movement into your lessons will help students to burn energy and have more stamina for learning. Furthermore, movement is good for both physical and mental health.

Take Advantage of Free Assistive Technology Resources

Assistive technology is any technology that helps students with disabilities comprehend curriculum and perform academic tasks. While learning at home, many accommodations that students have in the classroom may be difficult to implement, thus, even students who do not have assistive technology officially in their IEPs can benefit form assistive technology at home. Luckily, there are many free websites that provide services like oral reading, speech to text, and dyslexia font for students and teachers. This website is a great place to find free and low-cost assistive technology resources that students can access at home.

Maintain a Growth Mindset

Above all, it is important that the goal of remote learning for special education students is growth. Understand that students may not master concepts and standards, but if they demonstrate progress then the learning experience is successful. Our goal should be to cultivate an environment where students can grow academically and in character. Even when learning remotely, students with disabilities should have the support that affords them the growth that is available to their general education peers.

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Strategies:

• Visual Schedule – Create a schedule with pictures. Allow the child to work with you to establish the order of the routines. Stick with the schedule, no matter what.
• If-Then Chart – Tell the child IF they complete a determined activity (example: counting to 10), THEN they receive a reward (example: candy). Put this on a t-chart. Cut out pictures of rewards and place Velcro on the back so they can choose and see their choice throughout the activity.

Create a dedicated learning space within the home

Students with sensory needs typically crave a predictable environment in the times they are overloaded with sensory input. Knowing there is a space in the home that is dedicated to learning and when they enter that space they are familiar with the tools and resources there, it fosters a setting where learning can take place.

Strategies:

• Provide flexible seating.
• Keep the space free of clutter and limit choices.
• Make the space appealing with preferred learning tools, including favorite writing utensils, headphones, and manipulatives.
• If using a chair with legs, you can place an exercise band at the bottom to provide a hammock for the feet to bounce on allowing for motion, freeing the brain for thinking.

The key is to make the space appealing to your child’s needs.

Provide sensory tools for the child’s use

Occupational therapists provide students with sensory needs tools they need to be able to cope and learn. There are many tools you can make inexpensively to have at home.

Strategies:

• Sensory bins
• Homemade kinetic sand or moon dough
• Weighted blankets/vests
  • Know the recommended usage times. 20 minutes on/20 off.
• Swing/hammock/exercise ball
• Sensory bottles
• Stringing Fruit Loops on yarn
• Shaving cream on a table to write
• Textured items for ripping like cardstock, aluminum foil, paper, tissue paper

Provide sensory activities

Learning the signs of students with sensory needs will help you predict what the child needs next at home. A variety of activities to support times of energy release, isolation, and relaxation makes the home a safe space.

Strategies:

• Deep breathing techniques
• Sensory paths
• Exercise
• Finger painting
• Independent play
• Textured touch – use a soft bristled brush, ribbon, or cloth to lightly touch the child’s skin
• Weighted objects to apply pressure to lap

Model behavior

Being the caregiver of a child with sensory needs can sometimes lead to stressful situations. Remembering that you are in control of your emotions when they cannot be in control of theirs will promote a safe and nurturing relationship.

Strategies:

• Use a calm, soothing voice.
• Demonstrate how the child should request a break or use sensory tools to self-soothe. For example, “John, would you like a break right now? Do you need some time in your safe space?”

Educate yourself, Caregiver!

The best advocate and caregiver is the one who educates themselves and knows what tools to use to support the needs of students with sensory needs. Through research, you will find a multitude of strategies, tools, and best practices; however, every one will not work for your child. Give yourself permission to try new techniques, knowing there will be hard days when you learn what does not work. Then there will be days when all the forces come together and it clicks. Enjoy the quality of life a child with sensory needs adds to your life.

Strategies:

• Support groups
• Counseling
• Journaling
• Self-Care
• Exercise

Home is a place of renewal, relaxation, and, at times, learning. Establishing home as a safe and predictable environment, educating yourself with strategies that work for your child, knowing their triggers and how to best support their needs allows for the caregiver to diffuse potential meltdowns and maintain a happy place for a child with sensory needs.

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Misconceptions General Education Students Have About Special Needs Students

Many students in the general education population have misconceptions of special needs students or children with disabilities. Students many times feel that a student with special needs cannot really do many things. It is as simple as believing that special needs students cannot do the same things that students without disabilities can do. When a general education student sees a student in a wheelchair, many times they believe that special needs child “cannot do anything.” General education students tend to “feel bad” for these students and feel that those students cannot play with them. That’s why inclusive education is so important.

Another common misconception that general education students have about special needs students is that their disability is mentally and physically severe. A student may be physically handicapped, but not be mentally handicapped. Likewise, a mentally challenged student may be physically fine. There are so many different types of special needs a student may possess, and they range from communication needs to learning difficulties to emotionally disturbed to mentally disabled.

Many of these assumptions are based on the students limited set of experiences, and that is of no fault of their own. There is no negative or demeaning connotation to the misconceptions, it is just simply a lack of experience and a lack of education on the topic.

The Benefits of Inclusivity and Play

There is a major focus on social-emotional learning in schools. Character education is no longer taking a backseat to mathematics and language arts, and many schools, including mine, are building time for social-emotional learning into the daily schedule. So often the focus is on test scores and tested areas in academics that as educators we overlook the most important type of learning there is, and that is learning how to be a person with character.

You may be wondering why play is important. Inclusivity and play create a social connection for the special needs students. General education students are assigned a buddy and then they go play! This is a great experience for not just the special needs student, but for the general education student as well.

This type of activity can improve the confidence levels for a special needs student and in turn increase their academic achievement. It might be what makes the special needs student want to come to school each day to see his/her buddy and learn from a new friend. It teaches the special needs student that he/she can do anything that he/she puts his/her mind to. It teaches the general education student patience, kindness, humility, and acceptance. There are so many valuable learning experiences that can take place on each side of this experience.

The general education students also gain more knowledge of special needs children which may help to change their perspective or any misconceptions they possess. As mentioned above, many misconceptions are due to lack of experience and lack of knowledge, and inclusivity and play provides both to the general education student. This type of activity gives the student this new perspective and teaches them to not judge a book by its cover.

How General Education and Special Needs Students Can Play Together

There are many different ways for general education and special needs students to play together. Whatever the activity is, it is important for all students to be actively engaged in it. Routines are also important so there are specific days and/or times for this type of inclusivity and play to take place. If the normal routine is to go outside and play on the playground, it is important to have a back-up plan if the weather doesn’t cooperate or the playground is simply unavailable.

General education students need to be made aware of the physical or mental limitations that their buddy may possess. This will help the general education student understand how to handle certain situations that may arise and give them the ability to avoid certain types of play activities that a special needs student may not be able to participate in.

Inclusion playgrounds that are created by Inclusion Matters give opportunities for the students to simply spend time and play together. They offer programs to educate the teachers and general education students on ways to play and how to include special needs students in all different types of activities.

The real world is an inclusive world and programs such as these give students, general education and special needs, many different life skills that will help them to be successful. Life is not always fair and equal, and it is important for all students to learn how to deal with adversity and cope with challenges that may arise. I love the quote from Verna Myers: “Diversity is being invited to the party; inclusion is being asked to dance.” Just being in the same room does not create inclusion, but being involved does. Social-emotional learning is a key to success in the real world for our students, general and special needs alike.

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