Top Suggestions on Ways to Help Teachers Support ALL Students

By Karen Kaplan

I've recently visited several K-6 schools as administrators work to support all students, including those with different learning needs.

After my observations, the directors asked me to summarize my thoughts and perhaps offer some suggestions on how to help the teachers support ALL students.

Key observations:

• Several students experienced difficulty remaining seated on the rugs for extended periods and required frequent reminders to maintain appropriate posture.

• Some students exhibited rocking behaviors in their chairs, which occasionally resulted in falls and necessitated repositioning of their chairs.

• A number of students displayed fidgeting movements, such as bobbing their legs and feet, while seated.

• For some students, their knees were pressed against the underside of desks, possibly indicating a mismatch between desk or chair height and student stature.

• A few students chose to stand at their desks during worksheet activities.

• One student was observed completing writing tasks with his head resting on his arm and his body partially off the chair.

• In one classroom, a student maintained her head down, wrapped herself tightly in her coat and scarf, and did not make eye contact with the teacher for most of the lesson.

• During recess, some students appeared unaware of the proximity of others, resulting in accidental collisions or pushing while climbing playground equipment. Additionally, several students expressed frustration about extended wait times in line, and a few refrained from interacting with peers.

• Instances occurred where students raising their hands with important questions were not acknowledged.

• Handwriting presented challenges for some children.

• Because there was an odd number of students, some were left out when pairing up.

These are several ideas and recommendations I shared with the administrators:

• If students are asked to sit on the floor, consider providing seat cushions, ball chairs, or wobble seats. The added pressure and movement can help maintain focus, and offering squishy toys for squeezing may also be beneficial.

• In classrooms with a mix of ages or grade levels, it's important to recognize that students vary in height and build. Ensure desks and chairs promote healthy posture for all.

• Select seating options thoughtfully. For students who tend to tip their chairs back, try ball chairs, wobble chairs, or textured seat cushions. Adding a Theraband around desk legs offers resistance for restless students to push against. Deep pressure can support engagement and discourage rocking, wandering, or disengagement during lessons.

• Students who rest their heads on their desks may struggle with core strength, which impacts writing. Reevaluate chair type and desk height, use slant boards to improve posture, and offer pencil grips for better control and handwriting.

• Plastic finger spacers are available to guide students in spacing between written words.

• When students hide in coats, hoods, or under desks, they may be experiencing sensory overload. Investigate possible triggers: Is the lighting too bright? Is the room visually overstimulating with decorations or clutter? Are there excessive tools and equipment visible? Consider the teacher’s voice volume, rate of instructions or questions, and even fire drill noise.

• Distractions disrupt attention and concentration. Assess if frequent comings and goings occur, whether transitions between activities are too abrupt, or if students have adequate preparation and time to adjust during transitions.

• Using sandpaper letters before writing activities can improve print skills, and special lined paper may further support handwriting.

• The Social Story Method by Carol Gray is effective for teaching positive social behaviors during recess, fostering greater student self-awareness.

• Michelle Garcia Winner’s approach to teaching social skills equips students with tools to interact and play successfully with peers.

So, everyone, put on your detective hats and implement supportive strategies to help students engage positively.

Karen Kaplan, MS, is a native San Franciscan. She completed her bachelor’s and master’s degrees at Arizona State University, Tempe, Arizona, in speech pathology and audiology. She minored in special education and obtained her speech therapist and special education credentials in California. Karen worked as a speech therapist for schools for 20 years before opening her own residential and education program for students with autism. She worked in credential programs at Sacramento State University as well as UC Davis and spent 20 years directing private schools for those with autism and similar learning challenges.

 Karen founded a non-profit, Offerings, which helps cultures globally to understand those with developmental challenges. For seven years, she founded and facilitated an autism lecture series and resource fair in Northern California. Karen still facilitates an annual Autism Awesomeness event. She is currently consulting, helping families, schools, and centers for children, teens, and adults. Karen has authored three books: Reach Me Teach Me: A Public School Program for the Autistic Child; A Handbook for Teachers and Administrators, On the Yellow Brick Road: My Search for Home and Hope for the Child with Autism, and Typewriting to Heaven… and Back: Conversations with My Dad on Death, Afterlife and Living  (which is not about autism but about having important conversations with those we love).

www.karenkaplanasd.com