Innovative Teaching Strategies for Students with Learning Disabilities

Introduction

According to Mencap, there are 1.5 million people with a learning disability in the UK, and approximately 351,000 are children and young people aged 0-17. Some of these will be among the 1.5 million students in England who have special educational needs (SEN) (GOV.UK).

Students with learning disabilities can encounter several challenges within traditional educational settings. They may face significant barriers due to the pace of teaching and presentation of information and have difficulties socialising and communicating with their peers. They may also have additional vulnerabilities and risks regarding their health, which can impact their learning and overall education. If they do not receive appropriate support, it can lead to disengagement, behavioural challenges and poor academic outcomes.

Education providers and educators are critical in supporting students with learning disabilities to make learning accessible and create an inclusive environment where they can excel regardless of their challenges. This blog will explore innovative teaching strategies to support the learning needs of students with disabilities.

Understanding Learning Disabilities

Learning disabilities occur due to issues with brain development before birth, during birth or early childhood. The UK Department of Health and Social Care (DHSC) defines learning disability as:

“A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with a reduced ability to cope independently (impaired social functioning), which started before adulthood.”

The National Institute for Health and Care Excellence (NICE) has further definitions and criteria on its website here.

Learning disabilities can affect people differently, and the degree of their disability can vary significantly, i.e. their impairment may be mild, moderate, severe or profound. Unfortunately, there is no cure, and it is a lifelong condition (Public Health England). Those with learning disabilities can experience some of the following signs and symptoms (this list is not exhaustive):

• Short attention span.
• Poor memory.
• Behavioural issues.
• Inconsistency, i.e. in academic performance.
• Dyspraxia, i.e. clumsiness and problems with fine motor skills.
• Delayed speech development.
• Communication problems.
• Poor hand-eye coordination.
• Inappropriate responses.
• Restlessness and impulsiveness.
• Confusing left and right.
• Prone to reversing letters or putting numbers or letters in the wrong sequence
• Various difficulties with:
• Concentration.
• Certain words and concepts.
• Reading and writing.
• Sounds, letters, or numbers.
• Organisation.
• Telling the time.
• Direction.
• Expressing thoughts, feelings and emotions.
• Discipline.
• Change.
• Listening and following instructions.
• Connecting words with meanings.

Some health conditions can increase the risk of someone having a learning disability, e.g. Asperger’s Syndrome, Autism, Cerebral palsy, Down’s syndrome, Epilepsy, etc.

Learning disabilities are different to learning difficulties; the latter means a child or young person has difficulty with a specific aspect of learning, such as writing, reading or maths. However, they can have both.

Any child or young person can have difficulties when learning. However, those with a learning disability can face various learning challenges, for example:

• Social difficulties – some may find socialising and interacting with educators and peers confusing and challenging. They may have challenges communicating, expressing themselves and understanding, which can be isolating and lead to discrimination. They may also have difficulty building relationships and participating in classroom activities, impacting their self-esteem, confidence and mental well-being.
• Emotional and behavioural difficulties – some learning disabilities can make children and young people frustrated and upset, especially if they have speech problems and others have trouble understanding them. It can lead to behavioural challenges, affecting their and their peers’ learning.
• Longer to learn – it can take students with learning disabilities longer to learn and develop new skills. They may be slower than their peers when reading and writing and have difficulty concentrating during lessons. They may also find it difficult to understand information, absorb knowledge, solve problems and remember things.
• Additional health problems – some students with learning disabilities may also have health issues, which can impact their attendance and learning. For example, a student with cerebral palsy can have many physical symptoms, depending on the severity of their condition.

Students with a learning disability will be affected differently and have varying needs. For example, one with a mild learning disability may be mostly independent but require some support, and another may need specific interventions. There is no one-size-fits-all approach, so educators must adopt individualised approaches to teaching and learning to create an inclusive learning environment. Providing targeted support can improve the outcomes of students with learning disabilities (Education Endowment Foundation (EEF)).

Further information

• Foundation for People with Learning Disabilities – Learning disabilities.
• Mencap – What Is A Learning Disability?
• Sense – Learning disabilities.

Universal Design for Learning (UDL)

Universal Design for Learning (UDL) was introduced in the 1990s by the Centre for Applied Special Technology (CAST). It is an educational planning and guidance framework that educators can use in their teaching approaches to meet all learner’s needs and abilities, reduce barriers in the learning process and make education more accessible, especially to students with learning disabilities. The concept revolves around three principles:

• Multiple means of engagement
• Students engage and learn better if they resonate with the learning materials and find them interesting.
• This principle concentrates on engaging and motivating students by using multiple means of engagement, i.e. offering varied choices and activities and being flexible when delivering content.
• It can help students choose the topics that most resonate with them and explore various learning pathways.
• Multiple means of representation
• Students have different learning styles and preferences, so it is important to accommodate these differences by providing multiple means of representation.
• This principle focuses on presenting information in different formats, e.g. text-based resources, images, audio recordings, verbal explanations and videos.
• It can help students better understand and engage with the learning content and access the information effectively.
• Multiple means of action and expression
• Students express themselves, demonstrate their knowledge, skills and understanding and navigate a learning environment in various ways.
• This principle encourages flexibility in how students express themselves, i.e. they may prefer presentations, multimedia projects, discussions or written assignments. It is essential to consider their strengths and preferences.

UDL provides a framework for creating inclusive learning environments that accommodate diverse learning needs by providing various ways for students to engage in the learning materials and ensuring that learning environments are inclusive and cater to all of their needs. It provides guidance to educators on ways they can plan teaching and the adaptive teaching strategies they can adopt to engage students and enhance learning outcomes.

Educators can use UDL to benefit students with learning disabilities through some of the following strategies:

• Designing classrooms, materials, and activities to be accessible so all students can fully participate.
• Providing learning content in various modalities and adjustable formats to suit students’ different learning styles, e.g. visual, audio and text.
• Using simplified language, alt text and captions to aid comprehension.
• Offering visual aids, diagrams, illustrations and infographics to reinforce understanding.
• Allowing flexible seating arrangements and breaks.
• Giving students a choice regarding the format of assignments and assessment methods to demonstrate their learning.
• Incorporating engaging and interactive activities, e.g. discussions and group work, where they can make real-world connections.
• Providing alternative ways for students with learning disabilities to demonstrate their knowledge, e.g. visual projects or oral presentations.
• Using assistive technologies, such as speech-to-text or screen readers.
• Providing regular opportunities for feedback on their progress.

UDL ensures that all students, including those with learning disabilities, can access the curriculum, as it is a flexible and personalised approach that considers their learning styles, abilities and interests.

Further information

• CAST – UDL: The UDL Guidelines.
• Queen Mary Academy – Universal Design for Learning.

Multi-Sensory Instruction

Educators can use multi-sensory instruction, an inclusive teaching method that recognises that individuals process information in various ways and enables students with learning disabilities to use more than one sense at a time when learning new information and concepts instead of just one.

Traditionally, people recognise five basic senses such as sight (visual), smell (olfactory), touch (tactile), taste (gustatory) and hearing (auditory). The following are also now becoming more widely recognised:

• Proprioception (muscle and joint movement).
• Kinaesthetic (movement).
• Vestibular (balance and head movement).
• Interoception (sense of what’s going on inside the body).

According to the Sensory Trust, there are up to 21 recognised senses!

We rely on our senses to explore the world around us. However, those with learning disabilities can have problems integrating (processing) sensory information, which can make learning difficult. Multi-sensory instruction effectively supports students with learning disabilities. It introduces activities that simultaneously stimulate different senses and supports diverse learning styles.

According to Wolfe (2001):

A multi-sensory learning experience with combinations of visual, auditory and other sensory functions exploits the natural connectivity of the brain. As each sense holds a proprietary memory location within the brain, the effective orchestration of multiple sensory inputs ensures a wider degree of neural stimulation.

When the brain is stimulated, it can enhance engagement and motivation, making learning more interesting, enhancing comprehension and improving retention and recall of information. Educators should incorporate visual, auditory, and tactile modalities to enhance learning and retention:

• Visual modalities – using visual aids, such as photos, charts, diagrams, maps and infographics, enables educators to present complex information and ideas visually to facilitate understanding. It can help students connect concepts and observe relationships and patterns.
• Auditory modalities – using spoken words to enable students to hear information, which can help them internalise concepts and reinforce understanding. It can also include music and songs. Educators could use verbal reinforcement, explanations and discussions.
• Tactile modalities – using touch can engage students through interaction. For example, explaining what a specific object is and letting students touch and manipulate it can reinforce comprehension.

They can also incorporate learning through physical activity or body movement (kinaesthetic), smell (olfactory) and taste (gustatory).

The multi-sensory activities and resources educators choose to use will depend on the key stage of the students they are teaching and the specific needs of those with learning disabilities. There are some examples of activities and resources on the following:

• Bradford Schools Online – Multi-Sensory Literacy Resources.
• Multi-sensory World – Free Sensory Resources and Links.
• Sensory Trust – Resources & Activities.
• The Children’s Trust – Sensory stories.
• Twinkl – Information and Resources.
• Understood – 10 multisensory techniques for teaching math.
• Welsh Government – Ways of supporting learners with multi-sensory impairment.

Assistive Technology/Tools

According to the Medicines & Healthcare Products Regulatory Agency:

“Assistive technology is used to describe products or systems that support and assist individuals with disabilities, restricted mobility or other impairments to perform functions that might otherwise be difficult or impossible.”

Assistive technology plays a vital role in levelling the playing field for students with learning disabilities and creating an inclusive learning environment where they feel respected and valued, as it:

• Promotes participation where they can engage in the same learning experiences as their peers and interact and collaborate with others, boosting their self-esteem and confidence.
• Provides a personalised learning experience for students that meets their needs, strengths and weaknesses.
• Makes curriculum materials and learning content more accessible, e.g. audiobooks for students who struggle to read.
• Focuses on what students can do and their strengths and find ways to overcome their challenges.
• Promotes independence and enables students to complete tasks alone rather than relying heavily on others, which can enhance self-reliance.
• Improves overall outcomes, as it can make tasks more efficient and reduce barriers.
• Prepares them for future employment, as various assistive technologies are used in the workplace, which can bridge the gap between education and employment.

Some examples of innovative assistive technology tools and software that support reading, writing, organisation, and communication include (this list is not exhaustive):

• Accessibility tools – are available from system operators, such as Microsoft. They have various free accessibility features within Microsoft 365 (Nasen). Some devices and computers have built-in accessibility features.
• Artificial intelligence (AI) – used in many applications, such as Grammarly, an AI writing assistant. AI can make education more accessible by providing individualised learning paths (SENsible SENCO).
• Apps – are available on various devices, such as Smartphones and tablets, and can help students in many ways. Some examples of apps are on GoStudent here.
• Audiobooks and digital books – combine text with audio to increase understanding.
• Augmented Reality (AR) – integrating digital information with actual environments. It may be helpful to enhance the understanding of visual learners, as it overlays text, symbols or images.
• Gamification – applying game elements to non-game situations (Rivera & Garden, 2020), i.e. converting learning content into games. It can promote engagement and information retention.
• Optical Character Recognition (OCR) – this software turns handwriting or printed text into digital form.
• Speech/voice recognition – these applications convert speech into text. It can help students with motor difficulties and those who have trouble typing.
• Text-to-speech – this software converts written content to audio, i.e. digital text is read aloud. It can be useful for students with reading difficulties to help them access written content.
• Virtual reality – used to create highly interactive environments and teach students specific skills in a controlled environment first.
• Wearable technologies – these can be worn by students, e.g. Smartwatches, to help them with various barriers and challenges and improve focus. Educators can use the data collected to create individualised learning strategies.

The selection of assistive technology is crucial and must meet the needs of students with learning disabilities while considering the cost and ongoing technical support required. Students and educators must also be able to use it effectively, which is why ongoing training and support are vital.

• Educators – may need to be trained on how to integrate assistive technology into their teaching practices and lesson plans. They will also need to understand its operation, applications and functions so they can demonstrate its use to students.
• Students – will require clear instructions on how to use it, e.g. the features, settings, and practical applications, for it to be effective in their learning. They may also require individualised support to ensure they benefit from using it.

Assistive technology is more than just providing and using technology; it is about fostering an inclusive and supportive learning environment where all students, including those with learning disabilities, can reach their full potential.

Further information

• AbilityNet – How tech can help people with learning disabilities or differences.
• Cadwallader & Diana Tonin (2021) – The use of assistive technologies for assessment.
• House of Lords Library – Assistive technology in education and employment.
• Nasen – Assistive Technology (requires registration).
• UNICEF – Assistive technology.

Differentiated Instruction

It is vital to tailor or modify learning instructions, support and resources, known as differentiation, to meet students’ diverse needs and interests, including those with learning disabilities. It focuses on students’ strengths and considers their challenges and tasks based on their abilities. It has many benefits, as it can foster a more inclusive and effective learning environment, increase student engagement and improve academic performance.

There are three main areas where educators can differentiate learning (Sage Publications):

• Content (what is learned).
• Process (how the content is taught).
• Product (how the learning is observed and evaluated).

Differentiated instruction is relevant for students with diverse learning needs, as it recognises they have unique learning styles, allows them to learn in a way that works best for them and adjusts learning content, process and product to meet their specific needs. It makes learning more inclusive, personalised and flexible.

Some examples of strategies educators can adopt for tailoring instruction to accommodate individual strengths, preferences, and challenges are as follows:

Learning stations

• Create different learning stations around the classroom that provide varying options for students’ learning styles, e.g. auditory, visual and tactile, and consider flexible seating.
• It allows students to select the learning station that complements their learning styles.

Choice boards/menus

• Provide students with various activities or projects on choice boards or menus where they can choose a topic themselves.
• It enables students to select the content they prefer, thus promoting engagement.

Flexible grouping

• Try using various grouping strategies to meet students’ diverse needs:
• Size, e.g. pairs, small groups, large groups or whole class.
• Ability, e.g. mixed or homogenous.
• Interests.
• It enables students to choose the group they feel most comfortable with and provides opportunities for peer tutoring and support for those who need additional help.

Student interviews

• Interview students and ask their preferences regarding their learning styles, interests, hobbies and how they feel about specific tasks.
• It enables educators to use the information about students’ interests and preferences in lesson planning and when tailoring learning content and activities.

Tiered and varied assignments

• Consider offering assignments and tasks to students that vary in complexity.
• It enables students to select the assignments that fit their interests and abilities.

The strategies to use and what is appropriate will depend on the individual needs of students, the subject, the age range/key stage, class sizes and available resources. Many resources and examples of differentiated activities, assessments, and instructional materials are available. Here are some links that may help (these are not endorsed, just suggestions):

• Annie Altamirano – has some differentiated instruction tips.
• British Council – has some examples of differentiated learning in traditional language skills activities.
• CPD Online College – has some examples of activities seen in adaptive teaching.
• Mike Gershon – has a differentiation deviser containing 80 strategies, activities and techniques for differentiating, which can be used across the key stages and the curriculum. It is a free resource but does require registration.
• STEM Learning – has some links for resources for differentiation in science.
• Teachwire – has examples of adaptive teaching in practice and teaching resources.
• Twinkl – have examples and resources for differentiation within the classroom.

Many educators are moving towards adaptive teaching, more of a holistic approach. Like differentiation, it involves tailoring learning materials, content and the environment to meet students’ unique requirements. However, it differs as it focuses on the whole class, integrates SEND students and provides support when needed rather than treating them as separate entities. It aims to meet the learning needs of all students, regardless of their backgrounds or learning abilities.

Peer Tutoring and Collaborative Learning

It is not just educators who can help and support students with learning disabilities; their peers also have an important role in creating an inclusive and supportive environment. If students feel welcome, valued and respected in the classroom, it can enhance their self-confidence, engagement and motivation. Some students may become involved in peer tutoring, which the Education Endowment Foundation (EEF) defines as:

“Learners working in pairs or groups to provide each other with explicit teaching support.”

Students may also be involved in collaborative learning, i.e. working together to do activities and tasks in pairs, small groups or teams. Peer tutoring is also a form of collaborative learning (EEF).

Peer tutoring and collaborative learning can benefit students with learning disabilities as they receive academic support. Working in pairs or small groups means that they get individualised assistance from peers that meets their specific needs and challenges, and they have more opportunities to participate, which can enhance their comprehension and retention. When actively involved with other students, they are likely to be more engaged and focused, thus enhancing learning.

It is not just students with learning disabilities who can benefit from peer tutoring and collaboration; it can also be advantageous for peer tutors. They acquire teaching experience, develop their skills and reinforce their own comprehension when supporting other students.

Peer support and collaboration also have other benefits and can enhance social skills, confidence and academic achievement, for example:

• Social skills – when students work together, they interact socially during tutoring and collaboration, which can be especially beneficial for those who struggle with social skills and can help them in their social development.
• Confidence – students can improve their self-confidence and self-efficacy when working effectively with other students, as they become more confident about their abilities when giving or receiving help.
• Academic achievement – as students become more confident and engaged in their learning processes, it can enhance academic achievement for peers and students with learning disabilities.

Educators are responsible for implementing peer tutoring programs. Here are some tips on how they can achieve this:

• Use peer tutoring to review or consolidate learning rather than introducing new material, as it is more effective. It is important to design peer tutoring sessions to align with the curriculum and learning objectives, student’s needs/abilities and set rules and expectations. Educators should also provide peer tutors and tutees with the necessary resources, materials and instructions.
• Choose the most suitable students to be peer tutors, which will depend on the student needing tutoring and session goals. Students who will be peer tutors must be willing to participate and also have the skills and academic prowess to tutor effectively. Educators must decide on their roles and whether peer tutors will be cross-age (older than the student they are tutoring) or same-age (those of a similar ability/performance).
• Provide out-of-class training to students who will be peer tutors to ensure they understand and are happy with the role and their responsibilities (Draper, 2023). Training should also cover the goals and content of sessions, tutoring methods/techniques and any issues that can arise from peer tutoring.
• Consider peer pairing carefully and ensure the student with learning disabilities is paired with a suitable and compatible peer tutor. Educators should consider learning styles, strengths, weaknesses, academic abilities, preferences, personalities and interests when matching tutees to peer tutors. It is also vital to be mindful of negative interactions and speak to both students before making the peer pair official.
• Set SMART goals for students to achieve during each peer tutoring session and monitor progress and performance. Educators can use observations and interviews for monitoring purposes and should provide regular feedback and guidance where necessary. They should also evaluate the effectiveness of the sessions and make changes where required. It is also important for them to use positive reinforcement and reward progress and achievement.

Educators must also foster positive peer interactions within the classroom, which they can encourage by:

• Creating a safe and inclusive classroom environment where they celebrate diversity and embrace uniqueness.
• Modelling the behaviour they expect of students, e.g. making interactions positive.
• Using lessons to teach students social skills, e.g. get them to solve a problem together.
• Providing opportunities for group activities and tasks where students have common interests and can communicate, collaborate and expand their interactions.
• Supporting students to interact naturally, i.e. introduce activities where they move around the classroom.
• Using assistive technology and tools so students with learning disabilities can interact with their peers.
• Providing positive reinforcement, i.e. rewarding students who try to build positive relationships with their peers with praise and encouragement.

Further information

• Council for Learning Disabilities – Peer Tutoring.
• EEF – Peer tutoring.
• Shotton Hall Research School – How we designed a peer tutoring programme.
• Worth-It – Behaviour and wellbeing can be improved through positive relationships at school.

Project-Based Learning (PBL)

Project-based learning (PBL) is an engaging and effective instructional approach that has gained traction over the years. It involves students in real-world, hands-on, and meaningful projects, and they learn through exploration. It is a useful pedagogy for students with learning disabilities, as it creates inclusive, dynamic and engaging learning environments and puts them at the centre of their learning. It also allows them to make meaningful connections between what is going on in their lives and what they are learning in the classroom.

PBL promotes critical thinking, problem-solving and real-world application of knowledge by providing students with projects where they solve real-world problems or answer complex questions or challenges through inquiry. It is an approach that does not rely on textbooks and lessons but encourages students to research, investigate and analyse topics based on real-world scenarios and collaborate with their peers. It also helps them to develop transferable skills they can use in further education and their careers, such as communication, teamwork and problem-solving.

The type of PBL projects educators introduce will depend on students’ needs/ages and available resources. PBL incorporates the Universal Design for Learning (UDL) principles, so educators can use this framework to tailor PLB projects to accommodate students’ diverse learning needs and abilities.

Some examples of PBL projects are on:

• Association for Language Learning.
• The Swanage School.
• Twinkl (requires registration).
• Weareteachers (from the USA but has some good ideas).

Further information

• Oxford Education Blog – How to implement project-based learning into your classroom.
• Speaker’s Digest – How project-based learning can make your lessons more inclusive.
• Tes Magazine – What is project-based learning?
• Work that matters – The teacher’s guide to project-based learning.

Mindfulness and Self-Regulation Practices

Children and young people with learning disabilities can face difficulties in traditional learning environments. They may suffer from negative thinking and exhibit challenging behaviour. According to Allington-Smith (2018), children and adolescents with learning disabilities have high rates of mental health problems and behavioural difficulties. Mindfulness can positively affect students’ mental health, as it can reduce stress, anxiety and depression and promote well-being.

Mindfulness involves paying attention to what is going on inside and outside ourselves, moment by moment (NHS). It has an essential role in supporting students with learning disabilities, as it:

• Helps them to be in the present moment, which can enhance focus and concentration on learning materials, activities and tasks.
• Enables them to manage stress and develop a sense of calm through practices such as deep breathing.
• Promotes self-awareness so they can recognise and respond to their emotions more positively.
• Can boost self-esteem and self-image as they become more aware of their thoughts and feelings.
• Provide the tools to help manage their emotions, impulses and reactions. Research has demonstrated that mindfulness can reduce challenging behaviour.
• Enables all students to be kind to themselves and others, thus promoting a warm, welcoming and inclusive learning environment.

Mindfulness can also benefit educators, as it can help them cope with stress and develop self-regulation and management strategies, thus creating more positive learning experiences and environments for them and their students.

Self-regulation is also important in supporting students with learning disabilities. According to Birth To 5 Matters, it “involves children’s developing ability to regulate their emotions, thoughts and behaviour to enable them to act in positive ways toward a goal”. It helps them to manage their own behaviour to improve their quality of life.

Educators can use various techniques in the classroom to promote focus, attention, and emotional regulation, such as deep breathing, mindfulness exercises and sensory breaks.

Deep breathing

Deep breathing can reduce stress, promote bodily relaxation, calm emotions, enhance focus and improve overall health and well-being. Various breathing exercises can bring many benefits to students, including those with learning disabilities, for example:

• Balloon breathing – typically for younger children, and it involves slow breathing. They are encouraged to breathe in and fill their tummy like blowing up a balloon and then slowly deflate it.
• Box breathing – is also known as four-square breathing and involves breathing in slowly for a count of four, holding the breath for a count of four, exhaling for a count of four and holding the breath again for a count of four.
• Breathing games – can be used to help children and young people take deep breaths. Some examples of breathing games are on Sheffield Children’s NHS Foundation Trust.

Further information on breathing techniques is on:

• Ambitious about Autism.
• Chesterfield Royal NHS Foundation Trust.
• Classcraft.

Mindfulness exercises

Educators can incorporate breathing techniques into mindfulness exercises. According to McFall & Jolivette (2022), mindful breathing can help students with learning disabilities regulate their attention, thoughts, and emotions during academic instruction.

In addition to breathing, there are other various mindfulness exercises that educators can use in their classrooms, such as (this list is not exhaustive):

• Body scans.
• Five senses exercise.
• Journaling.
• Meditation
• Mindful colouring.
• Mindfulness books.
• Muscle relaxation.

For further resources, see:

• BBC Children in Need – Mindfulness Hub.
• Mind – Mindfulness exercises and tips.
• Mindfulness in Schools Project – Free resources and events.
• Waterford – Mindfulness Exercises for Kids in the Classroom.

Sensory breaks

Some students with learning disabilities have difficulties with sensory processing, which can adversely affect their learning and emotional regulation. Educators can integrate short sensory breaks from seated learning content throughout the day to help students focus, regulate their sensory systems and reduce stress.

Sensory breaks are not time out or like lunch breaks. Although educators can timetable them throughout the day, they should be flexible to meet student’s needs. They include specific activities and circuits, such as:

• Calming activities, e.g. breathing exercises and mindfulness.
• Movement breaks, e.g. dancing and exercises, such as jumping jacks.
• Tactile exploration, e.g. working with textured materials.
• Vestibular Activities, e.g. swinging or spinning.
• Visual simulation, e.g. calming visuals.

Educators can also set up sensory break rooms or areas.

Some examples of resources include (these may require registration):

• Leicestershire County Council – Sensory circuit breaks.
• Twinkl 85 Top “Sensory Breaks” Teaching Resources.
• Twinkl – The Importance of Brain Breaks in the Classroom.

Creating a supportive and inclusive classroom environment that fosters self-awareness and self-management skills is vitally important. It celebrates differences and embraces diversity so all students feel welcome, valued and respected. It empowers students to reflect on their behaviours and take ownership of their own learning. Overall, it benefits students academically, promotes social skill development and emotional regulation, and enhances their well-being.

Collaboration with Special Education Professionals

In educational settings, everyone should work together to ensure that students, including those with learning disabilities, can access education and have the best possible chances of success. Collaboration is especially important between general education teachers and special education teachers, as it helps to identify the most effective classroom strategies to meet the needs and preferences of students with learning disabilities, which can:

• Result in smoother transitions.
• Reduce challenging behaviour.
• Increase engagement and motivation.

Co-planning, co-teaching, and co-assessing are important in supporting one another in meeting the diverse needs of students with disabilities. It can promote efficiency, avoid duplication, and bring expertise, new ideas and suggestions. Here are some examples of strategies to adopt in educational settings:

• Build strong working relationships – to work together effectively to help and support students. Educators should take the time to get to know each other and understand their styles, strengths and visions.
• Establish clear roles and responsibilities and communicate effectively – to understand who is responsible for what and to prevent duplication, conflicts, misunderstandings and miscommunication. When roles and responsibilities are clearly defined, it can improve efficiency.
• Have regular meetings – to plan learning content and teaching strategies assessments and discuss goals, assessments and progress. Regular meetings are also useful when considering students’ needs and required resources, making and modifying accommodations and reviewing strategies.
• Consider various co-teaching models – to see which teaching model, e.g. parallel teaching, station teaching or team teaching, will be most effective in meeting the needs of students with learning disabilities.
• Advocate for training and support – to ensure that educators have the knowledge and skills to co-plan, co-teach, and co-assess effectively and can enhance their expertise through professional development.

When various professionals work together in educational settings, it can have many benefits in promoting inclusive education practices. Each educator and professional will have undergone various training and professional development and will have varying knowledge, experiences, skills and qualities. They can bring their own expertise to the table and share their knowledge, skills, best practices and resources with others, which can help tailor teaching and learning environments to meet student’s needs.

Conclusion

There are hundreds of thousands of children and young people with learning disabilities in the UK, some of whom can find traditional learning materials and environments challenging in educational settings. Therefore, educational providers, educators and other professionals have an essential role in working collaboratively to create an inclusive learning environment and make the curriculum accessible to those with special educational needs and disabilities (SEND).

Firstly, educators need to understand learning disabilities to appreciate some of the challenges and barriers students can face. They should then get to know their students, understand their needs, interests and preferences and adopt the most suitable teaching strategies. There are numerous strategies, from UDL, multi-sensory instruction and assistive technology/tools to differentiated instruction, peer tutoring/collaborative learning, PBL and mindfulness/self-regulation practices.

It is important to adopt innovative and inclusive approaches to support the learning needs of students with learning disabilities, as it will help them to feel valued and respected and put them on a level playing field with their peers. It can provide an opportunity for students to get the best possible education and achieve success that will lay the foundation for further education, employment and life. Educators should explore and implement these strategies to create more inclusive and accessible learning environments for all students.