Suggestions for Working with Students with Disabilities

I just found out that my English class this year will include a student with severe physical disabilities, who will be traveling throughout the day with an aide. I guess I'm a bit apprehensive. Has anyone ever had a situation like this? I'd appreciate it if any of you could share some of your experiences on this topic.

I'd like this young man to feel as comfortable and accepted as possible, but I don't know where to start. Thanks.

Bonnie Littleton

I've had several students with aides in my classes and found the experience most rewarding. Before the students arrived, I conferred with the counselors to see if they had IEP's (individualized education plans containing a specialized education student's goals for the year) and with English teachers from previous years to see what techniques or physical arrangements had worked well for them.

I also discussed in detail my plans for each of the marking periods, sharing with the aide the kinds of assignments we would be doing. Ahead of time, I knew which activities would be difficult and then could plan accordingly to make accommodations.

One eighth-grade student who had cerebral palsy had an aide who used to do almost everything for her. With lots of effort at first, I learned to decipher her almost illegible writing (she loved to write) and after the first weeks, asked the aide not to come to class except when we were having special craft projects or other activities requiring special help. We all took turns helping this student with her books, etc., and she was just one of us.

We were together again for her ninth-grade year, and we had another wonderful year. She comes back regularly to visit and is now entering her sophomore year in college.

My students with physical disabilities added so much to our classes, and I grew so much by contact with them. Get to know your student, make adjustments when necessary, and enjoy him as you enjoy your other students.

Mary-Sue Gardetto

What's the student's disability? Can you meet before school opens with the aide and the student?

Certainly a careful look at the student's IEP to see what his goals for the year are and his 504 plan to see what physical adjustments must be accounted for would be essential in any plan to include him in the day-to-day flow of the class.

Have you spoken to his parents? The special education coordinator? All of these resources will give you information that you can use to make the transition as smooth as possible for everyone.

Peggy Smith

A few years ago a student with cerebral palsy was assigned to my class. He had great difficulty with movement and even greater difficulty with speech, but my, was he a bright button! I met with him before classes began and asked what I could do in the classroom to ensure his learning comfort (and that of the other members of our class). I then met with the other students and shared with them the imminent arrival of our new classmate. Everyone in the class warmed to his sense of humor and his dedication.

He wondered how he would manage presentations. I asked him if he'd be okay with other members of his group reading his literary findings -- in other words, he'd have to do the research and written work for peers to share with the class. It worked beautifully. I recall for his independent novel readings he chose the autobiographies of Christie Brown and Helen Keller. When his presentation was shared with the class, via his group members, we were impressed.

Noeline Laccetti

Let me tell you about one of the best students I have ever had. Derrick is bound to a wheelchair due to a shooting in his neighborhood in which he was struck by a stray bullet. It messed up his spinal cord. He is, quite simply, one of the best, brightest, and funniest students I have ever had the joy to have in class.

He wrote a very compelling short story about the whole experience, and he has one of the most positive attitudes I have ever witnessed in a person. A case in point --  would not repeat this joke except in this context -- is the following: Derrick said to me one day before class began: "What's the difference between O.J. Simpson and a guy in a wheelchair?" (He told me this during the height of the OJ trial.) Answer: "O.J.'s gonna walk."

To me, that joke spoke volumes. On the one hand, Derrick is healthy enough to laugh at his own absurd and tragic predicament. On the other, I felt the heaviness -- if only for a moment -- of the tremendous burden he must live with for the rest of his life. And yet, he perseveres, even driving his motorized wheelchair in the rain to get to school.

He is majoring in English and secondary education so he can teach high school English. He is an inspiration to me, so I know he'll be an inspiration to his students. A picture of him is on my Web site at http://www.writingbydesign.net. Just click on the "ISD" link when you get there and scroll down the page.

I wish I had a million Derricks in my class.

James Armstrong

I urge you to review this student's IEP as soon as possible. The case manager for the student should be able to walk you through it (if you're unfamiliar). This will give you assistance in preparing for the needs of that student. Remember, the IEP is a legal document and the student must receive all the accommodations/modifications that are written.

Patricia Coleman

About 5 years ago I had a blind student in my class. In our school, the district has a full-time person who works with blind students. She attended class with the student, brailled her materials (I had to have them a couple of days in advance), arranged for her books to come from the state library for the blind, and had them ordered in Braille if the state library didn't have them.

The traveling teacher then spent a study hall period with the blind student, checking the student's notes for accuracy and completeness. The student took notes with a brailler in class when it was necessary. She became part of a group of five or six when presentations or group work was done and the other students picked her up at home if there was an arranged after-school practice.

I had very little to do other than be enough ahead of the class that I could give the traveling teacher the necessary materials. (I listed the books that we would be reading at the beginning of the year and then picked out the poetry and short works of prose while those full-length works were being ordered.) This worked very well. I hope you have a supportive district system.

Gayle Carlisle

Last year I was fortunate enough to have a student from the LRE (least restrictive environment) class who sat in on my honors English II class for a half-hour per day without an aide. It was a fantastic, eye-opening experience for all.

I told the class as a whole that he would be joining us and he was from the LRE class. At our school, many students volunteer to be peer tutors in LRE, so most have some knowledge of the LRE class.

As soon as I figure out which class will be most accepting of him, he will be placed with me again. It has been the best inclusion experience I have ever had, and I have volunteered for many. I can understand your apprehension, but just have high expectations for this student and he will feel right at home!

Sherry Godsey

I have taught several students with severe disabilities, ranging from a student who was blind to a student with cerebral palsy to my friend Kevin, whose bones are so brittle that coughing is often disastrous.

Kevin had been wheelchair bound since he was a child, weighed perhaps 80 lbs., and had a full-time aide (Kevin just graduated from college in Colorado!). The other students were very caring and accommodating. They had no problems sharing space with these special students. Indeed, they simply regarded them as being differently-abled.

Contibuted to NCTE-talk

The most important thing I've learned so far is to make sure my relationship is chiefly with the student. Talk to counselors, interpreters, helpers and what not as need be, but keep the focus on your relationship with the student. Sometimes, that can even mean gently reminding the helper to back off. That's the one thing I've really learned, so I thought I'd throw it into the mix.

Kathy Fitch

I have had two students with aides. One was hearing-impaired and had a signer with him; the other had severe cerebral palsy and was confined to a wheelchair. His aide was along to take notes on a laptop for him as he did not have the control for this. Also, he dictated to her what he wanted to write, and she typed it into the laptop. Both students did fine, both were very bright, and the aides enabled them to be in regular classes where they would be challenged.

Other students were very helpful. Several picked up enough sign language to communicate with this student (we all learned the alphabet and did a lot of spelling), and they were always very helpful to the student in the wheelchair, holding the door for him and getting out his laptop and plugging it in.

Our physically and mentally challenged students have been mainstreamed for so long that other students don't really seem to treat them any differently than they treat others (except they are often kinder to them than they are to each other).

Patricia Schulze

I just wanted to add a note. For several years, my daughters have been in class with a boy with brittle bone disease who uses a wheelchair and has an aide.

It's been wonderful for my kids. He's just another one of the kids in the class and they accept him completely. The aide helps the teacher in the classroom when she doesn't have to directly help the student. She is a friend to all the kids in the class. The boy is very independent, and everyone in the class expects and encourages this. There are just certain things he needs help with and that is handled matter of factly as well. I am very grateful as a parent that my kids have had the pleasure of knowing him.

Mary Tigner-Rasanen

I used to teach a high school computer literacy class which included many students with special needs. The class once included a boy who was legally blind, and the only way he could see the screen was to place his eyes directly on it.

I also taught a girl with Down's Syndrome who often urinated in class when she got excited. I had no aide. I was uncomfortable at first, but when I saw how accepting my students were of these kids and how helpful, I relaxed and simply got to know them. You'll be surprised how the "differences" wash away after the initial discomfort eases.

Adrienne Rose

I used to be an aide for a boy with disabilities. I can understand why you would be apprehensive, but you shouldn't be. The aide will take care of all the little things. Just teach the class as you normally would. Maybe before school starts or the first day you can talk to the aide about any special needs he may have such as sitting in the first seat, first row (and a place for his aide), extra time for tests, and laptop computer hook-up.

Contributed to NCTE-talk

Over the last 20 years I have had several students with severe disabilities in my room. I try to meet them ahead of time (sometimes it's the weekend before school begins), and talk with them and their parents about what I can do to make their time with me successful.

I've asked the industrial technology students to make special desks for me, used carbon paper to allow other students to take notes for them, used tape recorders for their writing assignments or tests, etc. I have all this ready the first day the students enter my room so that it isn't a big deal. Your student's family will probably have a wealth of ideas for you.

Linda Schafer

Three years ago I had a student with limited sight in my classroom. I too felt very apprehensive. It ended up being a very positive experience. The main suggestion I'd tell you is to get in contact with the student's case carrier at your school before school begins. Find out what you need to supply this child (extra space, for example, or providing class material earlier). These are some of the things I had to do.

You should also ask about any emergency procedures you might have to follow for the student's health care. Lastly, I'd inquire about what the aide's role is for the student and in the classroom. Is there any extra help that you will need to provide?

It also might make you feel a bit at ease to call the parents before school and introduce yourself.

Connie Howell