The lesson I chose from Ted-Ed is a lesson on counting by 5s that targets
first-grade students, typically ages 6–7, and is designed to develop their
skip-counting skills through engaging and interactive methods.
To tailor this lesson to my first-grade classroom, I would begin by introducing the concept using the above YouTube video, pausing frequently to emphasize key points and encourage active participation as students count along with the video. I would support their understanding with visual aids, such as a number chart that highlights multiples of 5, making it easier for them to follow along. To keep the lesson engaging and interactive, I would incorporate movement activities like clapping, jumping, or tapping desks for each multiple of 5, helping students connect physically with the counting rhythm. Differentiation would be built into small group instruction advanced learners could extend their practice to higher numbers, exploring patterns in skip counting, while students who need more support could focus on a smaller range, such as 5 to 30, building their confidence step by step.
To ensure all abilities are supported, I would integrate a variety of strategies. Visual learners would benefit from colorful number charts and subtitles in the video to reinforce number recognition. For kinesthetic learners, I could use floor number lines or have students group objects into sets of 5 for a hands-on experience. English Language Learners (ELLs) would receive pre-teaching of number names using flashcards and simple, repeated language. Students with special needs would have access to tactile supports like counters and number lines they can touch and manipulate. Advanced learners could be challenged further by skip-counting backward by 5s or exploring how skip counting relates to early multiplication concepts. These modifications ensure that every student in my class, regardless of their learning style or ability, can access the material, engage meaningfully, and build their understanding of skip counting.
The principles of Universal Design
for Learning (UDL) would be incorporated throughout the lesson. UDL ensures that lessons are presented in a variety of ways so that students understand the content in the best way they will understand and learn the lesson. Representation
is addressed by using the video as an auditory and visual resource, supported
by manipulatives and charts. Action and expression are facilitated by allowing
students to demonstrate their understanding through writing, verbal counting,
or hands-on activities. Engagement is enhanced with an interactive ball-toss
game, where students say the next multiple of 5 with each catch.
Similarly,
Differentiated Instruction (DI) principles guide lesson planning. For content,
I would adapt materials, offering blank number lines for advanced learners and
simplified charts for beginners. The process would involve small-group guidance
for struggling students and opportunities for advanced learners to explore
real-world applications, such as counting money. Product differentiation allows
students to choose how they demonstrate learning, whether through posters,
worksheets, or verbal presentations. The learning environment would be
flexible, with options for group activities or quiet individual workspaces.
Some activities, such as the ball-toss game, overlap between UDL and DI by actively involving students in collaborative learning.
One key takeaway from this class is
the importance of integrating multimedia resources, like YouTube videos, to
make lessons engaging and accessible. Using Universal Design for Learning (UDL)
and Differentiated Instruction (DI) frameworks ensures that every student has
an equitable opportunity to succeed. This approach reinforces my commitment to
creating an inclusive, student-centered learning environment where all learners
can thrive. I also learned about social stories, which has been a game changer in my classroom. I am able to make social stories to help my students understand certain rules and expectations in a fun and interactive way.
Describe the past situation including: who was involved, what happened, how you reacted, and the outcome.
In my
first-grade classroom, I had a student named Michael who faced significant
challenges with attention and focus. He frequently moved around the room, made
noises, and found it difficult to stay seated for more than a few minutes.
Despite my efforts to provide individualized support, including visual aids,
sensory tools, movement breaks, and positive reinforcement. Michael required
constant supervision and struggled to complete tasks independently. His
behavior often disrupted the classroom dynamic, making it difficult to balance
supporting him while keeping the rest of the class engaged and on track. His
parents felt his challenges were more behavioral than neurological, which added
another layer of complexity. I often felt overwhelmed and under-supported,
unsure if I was truly meeting his needs in the best way possible.
Explain how, what you learned this week, would have/ have not influenced how you handled the situation differently. Be sure to to include specific details to support your justification.
This
week’s modules on ADHD neuroscience, characteristics, and behaviors have given
me valuable insight into how I could have approached the situation differently.
Understanding that Michael’s actions were likely rooted in neurological
differences, rather than defiance or choice, would have shifted my mindset and
allowed me to implement more proactive strategies. For example, while I already
use a timer for whole-class transitions, I now realize that having a separate,
personal timer for Michael could have helped him feel more in control and
better prepared for changes in activities.
Describe how this week's information regarding ADHD neuroscience, characteristics, behaviors, and best classroom practices will inform future positive behavior classroom interventions. Be sure to to include specific details to support your justification.
I also see
how incorporating more targeted multisensory tools might have better supported
his need for stimulation. Although I had sensory materials like Play-Doh,
Orbeez, and Legos available, because they were provided by the school. I didn’t
have the background knowledge to select tools that would address his specific
needs. Now, I understand that items like weighted lap pads, fidget bands for
his chair, or even noise-canceling headphones might have helped him regulate
better. These kinds of adjustments could have reduced his need for constant
teacher intervention and fostered greater independence. With the right tools
and strategies, I believe I could have created a more supportive environment
for Michael while maintaining the flow of the classroom for all students.
We discussed
how we teach children about disability. We touched on how we aim to make
the classroom a positive, respectful and inclusive place for all. Two
topics that we will discuss in this post are the six principles of IDEA and Section
504. Both help ensure that children have a safe learning environment.
The six principles of IDEA
The Individuals with
Disabilities Education Act (IDEA) is an American education policy that ensures
students with disabilities the support and services they need to succeed in
school. IDEA was enacted in 1975; it mandates free and appropriate public education
(FAPE) tailored to the individual needs of students with disabilities. (U.S.
Department of Education, 2017)The law has six fundamental principles designed
to safeguard the educational rights of these students and promote fairness
within the education system.
Principle one states that all children are entitled to a free and appropriate
education (FAPE). Education is to be provided in a valuable and intentional way
so that students can demonstrate significant progress, all while attending a modified
general education. This principle says that all children, under the eyes of the
law, are entitled to education that helps them reach their goals.
Principle two states that
children are entitled to an appropriate evaluation, ensuring that assessments
are comprehensive and lead to an accurate diagnosis of whether a child needs
special education services or other accommodations. This evaluation process
involves using a variety of tools, such as standardized tests, observations,
interviews, and developmental checklists, to gather a full understanding of the
child's needs. These assessments guide decisions and help determine the
necessary accommodations and support to aid the child's educational experience.
Principle 3 states the requirements for an IEP and how it covers student goals,
accommodations, and progress monitoring. A pro of an IEP is that it provides a
personalized plan modified to the child's needs. Several people use their
knowledge of the child to complete this individualized plan, and people such as
teachers, parents, and specialists have an input on the plan.
Principle 4 states that children should be in the Least Restrictive Environment. The principle clearly
states that it facilitates children with disabilities to attain an education
alongside children who do not have disabilities as much as possible. A Least
Restrictive Environment promotes an inclusive environment where children with
disabilities can foster relationships with other children and access general
education tools.
Principle 5 involves parent and student participation in the decision-making
process. It promotes the involvement of parents and students in the process of
getting appropriate accommodations. It is a process that is
collaborative and includes people who know the student well and can help make
the best decisions.
Principle 6 deals with
procedural safeguards, ensuring parents have all the documentation and information
needed to participate in the process. This principle protects the student's
right to an appropriate education. It holds schools accountable if the
student's needs are not met. It gives parents the right to their child's
records, mediators, and other safeguards to ensure they are included in their
child's education and have representation if needed.
What is a 504 plan?
A 504 plan is a document that outlines the steps a school will take to ensure a student's needs are met. It was created under Section 504 of the Rehabilitation Act of 1973 (The Understood Team, 2023). A 504 plan is often easier to obtain than an IEP. It is typically used for students who may not have a learning disability but experience challenges such as slower processing speed or other medical issues. The plan specifies the types of modifications that will support the student's learning, such as additional time for note-taking or completing assignments.
What is the difference between an IEP Plan and a 504 Plan?
Individuals with Disabilities Education Act (IDEA), provides specialized instruction, services, and specific educational goals tailored to students with one of the 13 qualifying disabilities. It includes detailed plans to address a student's unique needs and is reviewed annually. In contrast, a 504 Plan, under Section 504 of the Rehabilitation Act, focuses on ensuring students with any disability that limits a major life activity have equal access to education through accommodations in the learning environment. In my current school IEPs and 504 plans involve multiple support staff, such as Student Success teachers that offer small group support outside of the classroom. The school also has co-teachers that help support students with one to one support. These plans do not change the curriculum but provide adjustments like extended time on tests, preferential seating, or assistive technology, allowing the student to perform at the same level as their peers. School staff, including classroom teachers and support staff, implement these accommodations in general education settings.
How does an IEP or 504 Plan impact the learning environment?
If a student is identified as qualifying for an IEP or 504 Plan, the impact on the learning environment is seen through various adaptations that promote accessibility and inclusivity. For example, a student with an IEP may receive specialized instruction in small group for subjects they find challenging, or they may work with a speech therapist to improve communication skills. In the general classroom, the student might have access to visual aids or hands-on learning activities tailored to their learning style.
For a student with a 504 Plan, accommodations might include extending time for exams or assignments to help manage processing challenges, seating near the teacher to reduce distractions, or the use of assistive technology such as a text-to-speech device. The curriculum remains the same and age appropriate but there are added accommodations to ensure that the student can complete the work to the best of their abilities.
References
Kamp,
L. (2023, June 5). What is a 504 Plan and How Do I Implement One? - Around
the Kampfire. Aroundthekampfire.com.
https://aroundthekampfire.com/what-is-a-504-plan-and-how-do-i-implement-one/
The
Understood Team. (2023). What Is a 504 Plan. Www.understood.org.
https://www.understood.org/en/articles/what-is-a-504-plan
U.S.
Department of Education. (2017). Individuals with Disabilities Education Act.
Individuals with Disabilities Education Act.
https://sites.ed.gov/idea/about-idea/#IDEA-History
Understood.
(2019). What Is a 504 Plan for Students? [YouTube Video]. In YouTube.
https://www.youtube.com/watch?v=3aL8Vpuntm4
When it comes to teaching children about disabilities, many well-intentioned activities miss the mark, often portraying people with disabilities in a way that feels pitying or disempowering. Traditional disability simulations, like blindfolding kids or asking them to use wheelchairs temporarily, are meant to foster empathy. However, these activities can leave kids with a limited view, focusing on what someone can’t do rather than helping them understand the whole experience of living with a disability.
Instead of reinforcing the idea that disabilities are a deficit, we can approach this topic differently by encouraging children to see disability as a natural part of human diversity. As Lalvani and Broderick (2013) explain, such simulations may “perpetuate ableist ideas” by focusing solely on impairments and creating “feelings of fear or pity” among non-disabled children (pp. 474-479). These activities often overlook the social and institutional barriers disabled people face, barriers that are frequently the actual obstacles, not the disabilities themselves.
So, what’s a better way to teach kids about disabilities? Rather than focusing on what someone can’t do, we can help children see that people with disabilities live rich, full lives they do things differently. Disabilities aren’t about what’s “missing” or “wrong”; they’re about different ways of moving, communicating, and interacting with the world. By showing that everyone has unique ways of doing things and that disabilities simply represent one part of what can make one different, we can build a culture of understanding, respect and inclusion.
In the end, it’s often societal barriers, not disabilities, that make things challenging. We need to shift from these types of activities to more meaningful discussions and activities that help children see the world through a lens of inclusion and acceptance. This helps them understand that disabilities don’t prevent people from achieving greatness; rather, it's the lack of accommodations that creates limitations.
How do we effectively teach our students about disabilities? Here are some key concepts for creating an inclusive classroom:
Medical Model Disability VS. Social Model Disability
The Medical Model of Disability suggests that a person is limited by their disability. For example, a person who is blind may struggle to order food at a restaurant because they can’t read the menu due to their impairment.
In contrast, the Social Model of Disability argues that it’s the environment, not the disability, that creates limitations. In this case, if the restaurant provided an accessible menu—such as one in braille or an audio option—the person who is blind would be able to order food independently, just like everyone else. This video provides an excellent explanation of how barriers and a lack of accommodations prevent people with disabilities from fully participating in society.
Disability Culture
Britannica states "disability culture, the sum total of behaviors, beliefs, ways of living, and material artifacts that are unique to persons affected by disability. "
Disability culture is the perspective that people with disabilities are integral members of society and that their disabilities do not prevent them from being active participants. This perspective is increasingly reflected in various forms of media, as we see more representation in entertainment, fashion, and articles. It aims to celebrate differences we all have instead of looking at our differences as something negative. The Borderlore article "Yes, Disability Is a Culture" explores how disability forms a distinct cultural identity, shaped by shared experiences, histories, and values unique to disabled individuals. It emphasizes that disability culture challenges traditional perceptions by fostering resilience, self-advocacy, and solidarity, thus promoting a positive sense of identity and community. This perspective encourages a shift from viewing disability solely through a medical lens, urging society to recognize and celebrate the diversity within disability culture (Borderlore, 2023).
According to Merriam-Webster, ableism is defined as “discrimination or prejudice against individuals with disabilities” (Merriam-Webster, 2018). The term ableism involves the assumption that having a disability makes someone less desirable and incapable of living a fulfilling life, unlike able-bodied people. This is reflected in how we perceive and talk about disabled individuals. As illustrated in the infographic above, ableism can be seen in language, for example, calling someone "crazy" or making a disability the punchline of a joke. We need to unlearn many ingrained views of people with disabilities as individuals with shortcomings. Instead, we should think critically about how we have failed to adapt and accommodate those who may differ from us.
How I’m Making a Stand Against Ableism in My Classroom
In my classroom, I make a conscious effort to challenge ableism by creating an inclusive environment that values each student’s abilities. I incorporate flexible seating options and use multimodal teaching strategies to support diverse learning needs. Additionally, I avoid language that focuses on “fixing” a student’s difficulties and instead focus on each student’s strengths and unique contributions. When planning lessons, I ensure that materials and tasks are accessible to everyone, and I educate my students about inclusivity and respect for all abilities.
I aim to create a classroom centered on empathy, respect, and inclusion. I’m committed to using inclusive language, being mindful of how I speak to my students, and modeling proper language for them. I incorporate resources like storybooks and videos that feature a variety of people—not only different genders and races but also individuals with disabilities. This approach helps introduce my students to the diverse range of people in our society, moving beyond mainstream representations of able-bodied individuals.
Additionally, I ensure that activities are accessible to all students, carefully selecting tasks that can be adapted to accommodate different learning styles. I set clear expectations around acceptance and kindness, maintaining a zero-tolerance policy for any form of bullying, whether overt or subtle.
References
Lalvani, P., & Broderick, A. A. (2013). Institutionalized Ableism and the Misguided “Disability Awareness Day”: Transformative Pedagogies for Teacher Education. Equity & Excellence in Education, 46(4), 468–483. https://doi.org/10.1080/10665684.2013.838484
Merriam Webster. (2018). Definition of ABLEISM. Merriam-Webster.com. https://www.merriam-webster.com/dictionary/ableism
Peters, S. J. (2015). Disability culture. In Encyclopædia Britannica. https://www.britannica.com/topic/disability-culture
Staff, S. F. A. (2022, May 26). Yes, Disability Is a Culture. Borderlore. https://borderlore.org/yes-disability-is-a-culture/
Unlearn Ableism. (2024). Ableist Language We Need to Unlearn [LinkedIN]. In https://www.linkedin.com/posts/unlearning-ableism_thursdaythoughts-disabilityinclusion-unlearningableism-activity-7239972022003404800-wZkU/.
