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As of October, 2021, there are approximately 174,610 students with disabilities served by Virginia public schools. Thirty-one percent of those are identified with a Specific Learning Disability (SLD). A majority of students identified with SLD are identified with a reading disability in the area of word recognition. Students identified as Other Health Impairment, Autism Spectrum Disorder, Speech Language Impairment, and Intellectual Disability experience difficulties with word recognition in reading also. Students in these disability areas make up approximately half of all students in special education in Virginia public Schools (VDOE, 2021). Many of these students may benefit from the use of assistive technology in the area of reading. 

Although nationally there are reported differences in the use of assistive technology (AT) across disability categories, Bouck and Long (2020) found generally low rates of AT use for students with disabilities. Bouck conducted a 2016 study revealing that only 5% of students nationwide with an IEP were currently utilizing AT in school. The chart below reveals the important long-term impact of AT usage for students with high incidence disabilities: higher graduation rates, higher postsecondary enrollment rates, and higher numbers secure paying jobs (Bouck, 2016). 

Since the AT usage numbers are very low and the long-term impact is very high, this research raises the question, “Are we providing the AT supports needed by students with disabilities to improve reading and writing skills in our schools?” Since IDEA gives IEP teams the responsibility of considering the need for AT, it’s important that team members learn about current AT devices and services that may offer support to their students in these areas (IDEA, 2004).

Look for Part 2 of this article, identifying AT devices and resources to support students in the areas of reading and writing, in the January 2022, T/TAC E-Blast.

References:

Bouck, E. C. & Long, H. (2020). Assistive technology for students with disabilities: An updated snapshot. Journal of Special Education. https://doi.org/10.1177/0162643420914624

Bouck, E. C. (2016). A national snapshot of assistive technology at the secondary level. Journal of Special Education Technology, 31(1), 4–13.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).

Virginia Department of Education (n.d.). Special Education. Virginia Department of Education. https://www.doe.virginia.gov/special_ed/

For more information, contact Sharon Jones (scjones@vcu.edu), Program Specialist, T/TAC at VCU.

Teaching has become even more challenging for many educators now that students have returned to the classroom after over a year of virtual learning. While classroom disruptions may be increasing, simple strategies can be utilized to create a positive learning environment, which can eliminate many of the disruptive behaviors teachers are observing.

Proactive strategies with positive results that can be implemented quickly in the classroom include:

• Greet students at the door. Greeting students before they enter the classroom is a simple strategy that has a strong effect on relationships and is positive. This three minute video provides an overview of how to implement this strategy and why it is so important in building connections with students.
• Maintain and rebuild relationships. Establishing relationships with students is important, but it is equally important to maintain those strong learning relationships. A resource from Edutopia.com explaining the positive effects of long-term positive relationships between students and teachers can be found in this video.
• Use prompts such as visuals and cues. Using non-verbal cues is an evidence-based strategy that works for improving overall classroom behavior for all students. Understood.org provides an explanation of this strategy, including the research behind it. Examples of non-verbal strategies, along with a short video clip modeling how to implement it, can be found here.
• Teach clear expectations. Provide students with clear expectations in advance so that they are aware of the behaviors teachers expect them to engage in. Teachingchannel.org provides an overview of how to accomplish this, along with a video and discussion questions here.

For more information, contact Kelley Neubert (harriskc@vcu.edu), Program Specialist, T/TAC at VCU.

Creating an inclusive environment that supports and celebrates diversity, while utilizing equitable practices, sets the stage for all students to become the best version of themselves. It is important that educators and researchers pay attention to immigrant children’s experiences and honor and actively incorporate their transnational expertise into early learning settings (Kwon & Sun, 2021). According to the National Center for Educational Statistics (2020), the enrollment of dual language learners has increased by 28% nationally. Virginia has seen an increase in overall enrollment of 5% within the last 18 years. The term dual language learners (DLL) is used to describe young children who are exposed to and learning through two distinct languages (Castro et al., 2013). Students and families that are a part of these educational communities have complex needs due to the diverse backgrounds and ethnic groups, representing a diversity of values, beliefs, practices, and resources (Lopez & Paez, 2021).

The book Teaching Dual Language Learners: What Early Childhood Educators Need to Know offers a blueprint that builds on the groundbreaking work of Patton O. Tabors, author of One Child, Two Languages. The authors explore ways to provide support for students who are dual language learners by connecting research-based practices and strategies that educators can readily implement across their early childhood settings. The first two chapters of the book are designed to lay the foundational context for young dual language learners and their unique needs. Chapter three examines beliefs that promote culturally responsive practices that support DLL’s, while asking educators to reflect on the alignment of their own belief system and their current classroom practices via an in text questionnaire. Chapters four and five summarize best educational practices and strategies for language and literacy development. Chapter six details the consideration needed for the assessment process and how the data should be used to support instruction. Finally, chapter seven presents a global view for future implications, research, and policy recommendations. Each chapter is designed to introduce the target content or practice and supporting research, followed by a discussion of key points, and a guided self-study and reflection opportunity.

Below are additional resources to support the instruction of dual language learners and their families:

Webinar: Teaching Dual Language Learners in Early Childhood Classrooms Webinar

Head Start: Early Childhood Learning & Knowledge Center (ECLKC): Specific Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Language

The National Association for the Education of Young Children (NAEYC)

Wisconsin Center for Educational Research

References

Castro, D.C., Garcia, E.E., & Markos, A.M. (2013). Dual language learners: Research informing policy. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education - Dual Language Learners. https://fpg.unc.edu/sites/fpg.unc.edu/files/resource-files/FPG_CECER-DLL_ResearchInformingPolicyPaper.pdf

Kwon, J., & Sun, W. (2021). Transnational lives of Asian immigrant children in multicultural picture books. Young Children, 76(3), 24-31.

U.S. Department of Education, National Center for Education Statistics (2018). Table 204.20: English language learner (ELL) students enrolled in public elementary and secondary schools, by state: Selected years, fall 2000 through fall 2016. In U.S. Department of Education, National Center for Education Statistics (Ed.), Digest of Education Statistics (2018 ed.). Retrieved from https://nces.ed.gov/programs/digest/d18/tables/dt18_204.20.asp?current=yes

For more information, contact Adrienne Quarles-Smith (quarrlessmiad@vcu.edu), Program

Specialist, T/TAC at VCU.

How radical is your discipline? What is your classroom management style? In a recent article, Sara McKibben asks Carla Shalaby, the author of Troublemakers: Lessons in Freedom from Young Children at School, questions about inclusive classroom discipline. Shalaby offers an alternative to what we historically call classroom discipline, communal care, and personal accountability. Her research focuses on the critical role teachers and students play in the role of justice.           

Three ideas are relevant to the work of Shalaby. The first is that educators should re-examine their roles as classroom managers and, instead, see themselves as the instructional leader and community facilitator working with students in a shared space (McKibben, 2021). The author suggests creating a space where healthy community conflict is encouraged to address challenging behavior.

The second idea is that there are invisible dangers in a shared classroom space (McKibben, 2021). As the adults in the room, we have to be hyper-vigilant to students that demonstrate resistance. Often there is a deeper issue at play when students are disruptive. It is vital to examine the classroom and determine if this is a neutral space where students are given the opportunity to right the wrong behavior. Shalaby offers an example of creating a classroom environment where voices are heard and children are seen as total participants in the community. 

The third idea is that we can implement discipline without punishment. The skill of holding yourself accountable can be learned by students and teaching students that their actions may have impacted a classmate. Shalaby provides an example:

“Here’s what happened. Here’s how you participated in that harm. Here’s how and why it was harmful. Here’s who it hurt. Here’s how it hurt those people. You need to sit and listen to those people tell you how what you’ve done has been hurtful to them and receive that information humbly. And then, we need to think about what is required to make things right and to restore our relationships (McKibben, 2021, para. 18).”

When asked what school leaders can do to support the shift, Shalaby responds to a radical idea of the non-suspension of students. Creating inclusion as a core value in the school and that no one is to be excluded from the community. She challenges educators to move beyond traditional discipline forms and teach love by radically rethinking the discipline process by including students in the discussions and decisions that will directly impact their educational experience.

Reference

McKibben, S. (2021). Carla Shalaby on radically inclusive discipline. Association for Supervision and Curriculum Development. https://www.ascd.org/el/articles/carla-shalaby-on-radically-inclusive-discipline

For more information, contact LaTonja Wright (wrightly2@vcu.edu), Program Specialist, T/TAC

at VCU.