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Nora Bryant comes to Virginia Commonwealth University’s Training and Technical Assistance Center as a Program Specialist in Early Childhood Education. She has 20 years of experience working with young children with disabilities. She graduated from James Madison University with a degree in Special Education and Virginia Commonwealth University with a Master of Education in Early Childhood Special Education. She is currently pursuing her Doctorate of Education in Educational Leadership. Nora believes strongly in equitable access to quality early childhood education for all children. Nora and her husband own a children’s boutique in Richmond, VA and are raising two daughters. In her downtime, she loves to cook, read, and explore with her family. Her contact information is nbryant4@vcu.edu.

The new school year brings the excitement of a new classroom full of students and their unique personalities. Each student’s name will be added to a class roster that will be used to introduce them to their classroom community. Some of those names will be easily pronounced or will be common names that are spelled slightly differently, while others will be wonderfully unique. How will you use those first school days to know your students and pronounce their names correctly? Names are identifiers, extensions of who we are. Pronouncing a student’s name correctly can help create a learning environment where all students feel valued and respected. 

As a school community, it is essential to acknowledge the correct pronunciation of a student’s name. In her TED Talk What’s in a Name?, eighth grader Isha Marthrur shares her story of how her name has shaped her, emphasizing the importance of creating an acceptance of different names and diverse backgrounds in our multicultural society. Students come from various ethnic, racial, and religious backgrounds with names that may have significant meaning. We need to honor and value all names and identities.

In the first days of school, when “all about me” projects abound, why not look for ways to learn about each other’s names? In 2016, the Santa Clara County Office of Education, in partnership with the National Association for Bilingual Education, launched the My Name, My Identity campaign. This initiative aimed to promote awareness of valuing students' cultures and languages by learning about their stories, unique names, and proper​ pronunciations. According to the My Name My Identity campaign, “by pronouncing students’ names correctly, you can foster a sense of belonging and build positive relationships in the classroom, which are crucial for healthy social, psychological, and educational outcomes” (Santa Clara County Office of Education, 2016, para. 1). Think about starting the school year by taking the Pledge to Respect Student Names and using the Getting to Know Our Names Week lessons. Explore the resources and activities in the Creating an Inclusive and Respectful School Community Educator Toolkit and consider how to incorporate them into lessons to establish an inclusive school community.

As you welcome students back, remember, “A person’s name is the greatest connection to their identity and individuality. Some might say it is the most important word in the world to that person” (Russell, 2014, p. 1).

Resources

Santa Clara County Office of Education. (2016). About the My Name My Identity Campaign. https://www.mynamemyidentity.org/campaign/about

Santa Clara County Office of Education. (n.d.). Getting to know our names week. https://www.mynamemyidentity.org/resources/Getting-to-Know-Our-Names-Week.pdf

Santa Clara County Office of Education. (2021). My Name My Identity Educator Toolkit. https://www.sccoe.org/sclis/mnmi/Pages/default.aspx

Tedx Talks. [Isha Martin]. (2019, February 6). What’s in a Name? [Video].YouTube. https://youtu.be/S6MHK1JEbH4

References

Russell, J. (2014, January 12). Career coach: The power of using a name. https://www.washingtonpost.com/business/capitalbusiness/career-coach-the-power-of-using-a-name/2014/01/10/8ca03da0-787e-11e3-8963-b4b654bcc9b2_story.htm

Santa Clara County Office of Education. (2016). My Name My Identity. https://www.mynamemyidentity.org/

For more information, contact Jackie Neidle (neidlejm@vcu.edu) Program Specialist, T/TAC at VCU.

As of 2020-2021, approximately 15% of school-aged students received educational support and services through the Individuals with Disabilities Education Act (IDEA) (National Center for Education Statistics, 2022). Furthermore, 33% of students receiving special education services were identified as having a specific learning disability (SLD), representing the largest disability category (National Center for Education Statistics, 2022). One SLD subgroup gaining visibility within this category is students with dyscalculia. It is estimated that 6% of students with a SLD have dyscalculia, which is often noted in a student’s Individualized Educational Program as a “mathematics learning disability” (Lewis & Lynn, 2018).

If dyscalculia is “growing” in identification, what is it? According to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), “dyscalculia as a specific learning disorder, [is] an impediment in mathematics, evidencing [in] problems with number sense, memorization of arithmetic facts, accurate and fluent calculations, [and] accurate math reasoning” (The Dyslexia Association, 2022, para.7). It is important for all to understand that dyscalculia, sometimes referred to as a “brain-based learning difference,” does not mean a student cannot learn essential mathematics concepts or excel in mathematics at high levels (The Understood Team, n.d.). Moreover, it is necessary to identify the specific areas in which dyscalculia impacts a student’s learning and understanding to identify tools and strategies that make mathematics more accessible. It is essential to work with students to use these tools and strategies independently, so they can utilize them whenever the need arises, including in situations outside the mathematics classroom.

What tools and strategies might one consider to support a student with dyscalculia? Chances are, if you currently have a student with a disability in math, you are probably incorporating some of the tools and strategies recommended. For example, if a student has difficulty developing number sense, consider using manipulatives to make these abstract concepts more concrete (Morin, n.d.). Another example, for students who may struggle with multi-step problem solving, is to teach the student to use self-talk to work through the problem, a problem-solving strategy such as UPS-Check or Solve It!, or how to use a graphic organizer to organize information and break the problem down into smaller steps (Morin, n.d.). These are a few of the tools and strategies that may help a student with dyscalculia.

For more tools and strategy suggestions, check out the following resources:

Bird, R. (2021). Dyscalculia toolkit: Supporting learning difficulties in maths. Sage Publications.

Lewis, K., & Lynn, D. (2018). Against the odds: Insights from a statistician with dyscalculia. Education Sciences, 8(2), 63. https://doi.org/10.3390/educsci8020063

Morin, A. (n.d.). Classroom accommodations for dyscalculia. www.understood.org. https://www.understood.org/en/articles/at-a-glance-classroom-accommodations-for-dyscalculia?_sp=11f66129-65e2-43ac-80b5-5c6184aadf37.1659019441598

The Understood Team. (2017). Dyscalculia. https://assets.ctfassets.net/p0qf7j048i0q/5RsIIt1qjD0YvAsE9snkHV/21d0ca1ccedcdc87385fbe591506d10e/Dyscalculia_Fact_Sheet_Understood.pdf

References

Lewis, K., & Lynn, D. (2018). Against the odds: Insights from a statistician with dyscalculia. Education Sciences, 8(2), 63. https://doi.org/10.3390/educsci8020063

Morin, A. (n.d.). Classroom accommodations for dyscalculia. www.understood.org. https://www.understood.org/en/articles/at-a-glance-classroom-accommodations-for-dyscalculia?_sp=11f66129-65e2-43ac-80b5-5c6184aadf37.1659019441598

National Center for Education Statistics. (2022). Students with disabilities. nces.ed.gov. https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities

The Dyslexia Association. (2022). What is dyscalculia? The Dyslexia Association. https://www.dyslexia.uk.net/specific-learning-difficulties/dyscalculia/

The Understood Team. (n.d.). What is dyscalculia? www.understood.org. https://www.understood.org/en/articles/what-is-dyscalculia

For more information, contact Leslie Murphy-Brown (lmmurphybrown@vcu.edu), Program Specialist, T/TAC at VCU

The three C’s to creating an inclusive classroom

“There are no secrets to success. It’s the result of preparation, hard work, and learning from failure” (Powell, as cited in Friend & Barron, p. 1).

As we head back into the new year there are three areas to consider when creating your inclusive classroom: co-teacher collaboration, curriculum considerations, and classroom configuration.

Co-teacher collaboration

Collaborating with your co-teacher, instructional assistant, and other service providers is essential to a successful inclusive classroom. As Marilyn Friend points out in her book Co-Teach!, students who are in a co-taught classroom are more likely to have increased educational opportunities, decreased educational fragmentation, and reduced stigma (Friend, 2019). Additionally, when co-teachers collaborate, they are creating a professional support system that may not exist in a single teacher classroom. In order to collaborate effectively, the roles and responsibilities of each educator must be clearly defined. Meeting prior to the start of the school year to discuss these expectations can start the year off right. Great consideration needs to be given to how and when teachers will be able to plan out meaningful learning experiences, review data, and discuss students’ needs.

Curriculum considerations

Developing engaging and accessible lessons for all students is a key component to an inclusive environment. In a classroom in which students with disabilities are present, the special education teacher provides specially designed instruction to those students. Based on the students’ individualized education program (IEP), the special education teacher presents lessons and makes modifications and accommodations as needed. In collaboration with the general education teacher, the special education teacher can design lessons that meet the needs of all students (Friend, 2019). Consider using a few co-teaching approaches such as station teaching, parallel teaching, and alternative teaching. These approaches can allow for differentiation in the classroom for all students and the specially designed instruction needed for students with IEPs.

Classroom configuration

In an inclusive classroom, all students are considered full members and how the room is set up sends a very powerful message. One consideration when designing your classroom space would be to have a work space designated for both co-teaching partners (Friend, 2019). Since both teachers should be seen as equal partners, they should both have space to work and conference with students. Additionally, the room should be set up to easily be able to shift from one co-teaching approach to another. Positioning desks in straight rows can make it challenging to transition from one activity to another and can make it very challenging for students that need additional space to navigate the classroom such as those in wheelchairs. If students are at tables or groups of desks then it allows for easier movement throughout the classroom and is more conducive to small group instruction activities (Friend, 2019).

References

Friend, M. (2019). Co-Teach! Building and sustaining effective classroom partnerships in inclusive schools. National Professional Resources.

Friend, M., & Barron, T. (2021).  Specifically designed instruction for co-teaching. National Professional Resources.

For more information, contact Joel Fravel (jwfravel@vcu.edu), Program Specialist, T/TAC at VCU.

Leaders take care of your social emotional wellbeing

School leaders have been urging teachers to invest in their social and emotional well-being now more than ever. They want their teachers to show up ready to take command of the academic day and be prepared to interface with unexpected challenges. As leaders advocate for the well-being of their teachers, they must also research and implement social-emotional learning (SEL) strategies for themselves. Many leaders do not take the time to invest in their own social emotional learning, which can cause burnout and lead to career changes and early retirement.

School leaders will always have moments of daily stress, especially in these current times. They must acknowledge the challenges before them but take time to process their thoughts and emotions. Guilt can play a role in the daily lives of principals, as they feel the need to sacrifice themselves for the team's greater good. Some leaders will take the brunt of their school’s challenges and try to shield students, teachers, and parents from the harsh realities of school leadership. Although this is a common practice for many leaders, self-sacrificing behaviors can eventually tear away their fitness for the role causing them to seek opportunities elsewhere.

Baily and Weiner (2022), in their article, “Rebuilding a Realistic Culture of Optimism: Three Places,” shared the following statistics surrounding the nature of school leadership:

• 24% of surveyed principals “strongly agree” that they planned to remain a principal until they retired.
• 13% of the principals “strongly agree” that ​​the stress and disappointments of serving as their school's principal weren’t worth it
• 28% “strongly agree” or “somewhat agree” that they definitely were planning to leave the principalship as soon as possible.”

The statistics are disparaging; but Baily and Weiner (2022) believe that there is hope for school leaders. They suggest that five minutes and a few research-based practices can make a world of difference for a leader. The following practices can jump start social-emotional learning for administrators:

1. A daily quote and prompt to reflect on invites exploration of SEL in a leader’s practice.
2. A feelings wheel provides leaders the opportunity to name emotions and expand their awareness of a range of emotions.
3. The use of gratitude focuses leaders on being thankful.

These strategies are only a few of many that can be used to begin leaders on their journey of social emotional wellbeing. You can find more information by visiting Corwin-Connect’s website and using the keywords social, emotional, and wellness in your search.

Reference

Bailey, J. & Weiner, R. (2022, July 5). Rebuilding a realistic culture of optimism: Three places. Corwin. https://corwin-connect.com/2022/07/next-year-can-be-different-how-5-minutes-a-day-can-change-your-wellbeing/

For more information, contact Amber Butler (butleram2@vcu.edu), Program Specialist, T/TAC at VCU.

New secondary transition resources

We're excited to share the following Secondary Transition resources new to our library for checkout. Please contact our office for information about checkout. 

Adolescents Michael Bullis, Michael R. Benz, Michael D. Johnson, & Keith Hollenbeck

Demystifying Transition Assessment Colleen A. Thoma 

Essentials of Transition Planning 2^nd Edition Paul Wehman, Ph.D.

Evidence-Based Instructional Strategies for Transition/Test David Wesley

Promoting Successful Transition to Adulthood for Students with Disabilities Robert L. Morgan

School to Work Skills Basic Language Arts Paula Rush

School to Work Skills - Books 1-4 Basic Math Paula Rush

School to Work Skills Critical and Creative Thinking Teacher Instructions/Student Worksheets Paula Rush

School to Work Skills Teacher's Guide Correlations/Assessments Paula Rush

School to Work Skills Working in Teams Paula Rush

Transitions to High School - Course Starter Kit Leslie Coull & Howard Eaton

Transition Planning for Culturally and Linguistically Diverse Youth Gary Greene

Transition Planning for Secondary Students with Disabilities Robert W. Flexe

Transition to Adulthood: Work, Community, and Educational Success L. Lynn Stansberry Brusnahan, Robert A. Stodden, & Stanley H. Zucker

W.A.G.E.S. Working at Gaining Employment Skills: A Job-Related Social Skills Curriculum for

Your Complete Guide to Transition Planning and Services Mary Morningstar