Teaching and Including Students with Disabilities

What Have Prophets Said About Disability?

There have been many teachings regarding the role of disability from prophets over the years. Some principles include:

• All children are alike unto God and are created in His image
• Disability is not a punishment
• We should recognize and celebrate our unique gifts
• All of God’s children are to be taught the gospel

President Russell M. Nelson stated, “For reasons usually unknown, some people are born with physical limitations. Specific parts of the body may be abnormal. Regulatory systems may be out of balance. And all of our bodies are subject to disease and death. Nevertheless, the gift of a physical body is priceless. Without it, we cannot attain a fulness of joy” (October, 1998).

Want More?

• First Presidency’s Commitment to Accessibility
• Disability Services: Doctrine
• “What Church Leaders Are Saying about Disabilities,” Ensign, Jun. 2020, 54–57.
• General Handbook: Serving in the Church of Jesus Christ of Latter-day Saints, 38.8.28

What is the Appropriate Way to Refer to Students with Disabilities?

When referring to students with disabilities, it is important to use appropriate terminology and person-first language. This can be done by using respectful terms and putting the person before the disability. Using appropriate language can help students feel loved and welcomed. 

Want More?

• Click here to read the full article on appropriate terminology and person-first language. 
• Person-First Language Video
• Disability Services: Leaders
• General Handbook: Serving in the Church of Jesus Christ of Latter-day Saints, 38.8.28

How Can I Develop Positive Relationships with Students with Disabilities?

When interacting with students with disabilities, it is important to develop positive relationships with them and create a safe environment where they feel welcome and valued. You can do this by following these guidelines: 

• Speak directly to the student
• Respect their age and use age-appropriate language
• Give them time to respond
• Invite them to participate in the way that is best for them. 

By applying these principles, you can help all students feel the Savior's love and like they can contribute.

Want More? 

• Click here to read the full article on developing positive relationships with students with disabilities. (LINK)
• For more information on disability etiquette, watch this video!
• Connecting with Those with Disabilities at Church

How Do I Adapt Lessons to Meet Individual Student Needs?

When teaching students that need additional support, it is important to adapt lessons to meet individual learning needs. This means making lesson content, questions, and activities easier to understand and participate in. You can do this by following these guidelines:

• Identify and adopt the lesson purpose
• Simplify words, concepts, and questions
• Use concrete examples and visual supports
• Help students communicate or participate with visuals. 

Adapting lessons to meet student needs can help them access gospel doctrine and principles and feel like they can contribute.

Want More?

• Click here to read the full article on adapting lessons to meet individual student needs.
• Gospel Language Symbols
• Gospel Language Symbols Video

How Can I Support Students with Autism?

When you have a student with autism in your class, it is important to provide appropriate accommodations and support. You can do this by following these guidelines: 

• Get to know the student, their interests, and their preferences
• Have a predictable routine, use a written or visual schedule, and give advance warning about potential changes
• When speaking, be concise and literal, and avoid using sarcasm or slang
• When describing abstract concepts, include a concrete example
• Allow for sensory accommodations (lower lights, noise blocking headphones, fidgets, etc.).

By following these principles, you can help students with autism feel safe and a sense of belonging in your classroom. 

Want More?

• Click here to read the full article on supporting students with autism. (Coming Soon!)
• Connecting with those with Autism at Church

How Can I Support Students with ADHD?

When teaching students with ADHD, it is important to provide appropriate accommodations and support. This can help students feel more comfortable in your class and decrease the likelihood of disruption or challenging behavior. You can do this by following these guidelines: 

• Get to know the student and ask what would be most helpful to them
• Allow them options to have a physical outlet such as a wobble chair or fidget toy
• Make sure they are seated in a place with less distractions
• Incorporate several shorter activities throughout the lesson rather than one long discussion
• Create opportunities for hands on activities
• Allow frequent breaks where they can stand up and walk around.

Want More?

• Click here to read the full article on supporting students with ADHD (Coming Soon!)
• Connecting with Those with ADHD at Church

How Can I Include Students with Speech Difficulties?

All students should have the opportunity to participate in class and share their testimony. If you have a student with speech difficulties, you can still invite them to participate by following these guidelines: 

• Discover the student’s preferred method of communication by asking the student, their family members, or their school teacher/personnel. Different forms of communication can include pointing to or holding up picture cards (see Gospel Language symbols), signing, using an augmentative or alternative communication (AAC) device, eye gaze, etc.
• Invite the student to share a comment or ask a question (if needed, this can be done ahead of time so the student has time to prepare)
• Wait at least 10 seconds to give the student time to respond before repeating the question
• Before providing assistance, ask if the student if they would like your help or if they would prefer to answer independently
• Recognize the student’s comment or question and thank them for participating.

Hearing the comments and testimonies of students who use different communication methods can bless the lives of all in the classroom. 

Want More?

• Click here to read the full article on supporting students with speech difficulties (Coming Soon!)
• Gospel Language Symbols
• Gospel Language Symbols Video
• Prayer Helper
• Testimony Helper

How Can I Support Students who are Deaf or Hard of Hearing?

If you have a student who is Deaf or hard of hearing, it is important to provide appropriate support, so they feel included and a sense of belonging. You can do this by following these guidelines: 

• Address the student directly, even if they have an interpreter
• Ask them what is most helpful to them
• Make sure they can see your mouth when you are talking
• Get their attention with a wave or tap on the shoulder
• Invite them to participate in all discussions and activities
• If American Sign Language (ASL) is their main language, offer the option of participating in an ASL seminary or institute class. 

Want More?

• Click here to read the full article on supporting students who are Deaf or Hard of Hearing (Coming Soon!) 
• Learn more about ASL seminary and institute classes 
• Connect with the Deaf and Hard of Hearing at Church 

What are Some Accommodations I Can Provide for Students Who are Blind or Have Low Vision?

If you have a student who is blind or who has low vision in your class, it is important to provide appropriate accommodations so that all students have the opportunity to participate, learn, and feel a sense of belonging.  You can do this by following these guidelines: 

• Start by asking the student and/or their parents what works best for them.
• Before touching or providing assistance, always ask the student if they would like your help.
• Include the student in conversations and speak directly to them.
• When talking in class, always share your name and encourage other students to do the same so the individual knows who is speaking. 
• Announce yourself when you are joining or leaving a conversation and invite other students to do the same. 
• Provide audio descriptions for pictures and videos. 
• Provide larger text, audio, or braille options for any reading materials depending on the needs and preferences of the student. 
• When possible, include tactile activities where the student can touch and feel objects with their hands. 
• Keep the classroom organized and make sure that the floor and aisles are clear to help the student stay safe.

Want More?

• Click here to read the full article on the best supports for students with vision difficulties (Coming Soon!)
• Connecting with those who are Blind at Church

What are Accommodations I can Make for Students with Reading Difficulties?

If you have a student who struggles with reading, it is important to provide appropriate accommodations so they can access the scriptures and come closer to Jesus Christ. You can do this by providing alternate ways for students to fulfill the reading requirements such as:

• Listening to the audio or having a family member or friend read aloud
• Using scripture stories (book or video format)
• Watching Book of Mormon videos or Bible videos 
• Reading Bible translations at a different grade level
  • 9th–11th Grade:
    • English Standard Version (ESV)
    • New Revised Standard Version (NRSV)
  • 6th–8th Grade:
    • New International Version (NIV)
    • New Living Translation (NLT)
    • New King James Version (NKJV)
  • 3rd Grade:
    • New International Reader’s Version (NIrV)

Want More?

• Click here to read the full article on accommodations for students with reading difficulties (Coming Soon!)

What are Some Ways to Address Challenging Behavior in My Class?

Sometimes students may struggle to communicate their needs effectively. When this happens, they may become frustrated and engage in challenging or disruptive behaviors as a way of expressing those needs. Creating a supportive classroom environment can help prevent many behavior challenges before they occur.

To promote positive behavior:

• Set clear and positive expectations. 
• Create predictable classroom routines. 
• Provide behavior-specific praise. 
• Develop positive relationships with students.

If a student begins engaging in challenging behavior:

• Remember that behavior is a form of communication. 
• Identify what the student may be trying to communicate through their behavior. 
• Teach and model appropriate ways for the student to communicate that need. 
• Provide positive reinforcement when the student uses appropriate behaviors or communication strategies. 

If the behavior escalates into a crisis situation that could place the student, teacher, or others at risk of harm, follow established emergency procedures.

By viewing behavior as communication and teaching appropriate replacement skills, teachers can help students communicate their needs more effectively and contribute to a safe and supportive learning environment for everyone.

Want More?

• Click here to read the full article on Positive Behavioral Interventions and Supports (Coming Soon!)

• Teaching Strategies for Children with Disabilities (see Part 10: Positive Behavior Strategies)

What Class Options Exist for Students with Disabilities?

"Every star is different, and so is every child" (insert citation). Each student is unique, has different strengths and support needs, and learns in different ways. As a result, students may benefit from different learning environments based on their individual circumstances, preferences, and goals.

Traditional Class

• Students with disabilities are welcome to enroll in traditional seminary and institute classes according to their desires and the wishes of their parents or guardians. When appropriate, peer mentors may be invited to provide additional support. Teachers can also work with their local Adapted Needs Coordinator to learn effective strategies for supporting students with disabilities in a traditional classroom setting.

Adapted Class

• Some students benefit from a smaller, more structured learning environment. Adapted classes typically consist of 3-10 students without peer mentors or 12-24 students with peer mentors included. Curriculum, teaching methods, and learning activities are adapted to meet the unique needs of students in the class. Teachers receive specialized training in supporting and teaching students with disabilities. Adapted classes may also include peer mentors, service missionaries, or other classroom assistants who help support student learning and participation.

Remote Adapted Class

• Some students benefit from the flexibility of participating remotely. Remote adapted classes are especially helpful for students with significant medical needs or other circumstances that make in-person attendance difficult. These classes are conducted through Zoom and may meet 2-5 times per week. Instruction and activities are adapted to both the students' needs and the virtual learning environment. Teachers receive specialized training in supporting students with disabilities and delivering effective remote instruction.

Online Class

• Online classes can be a good option for students who are able to work independently. In this format, students complete learning activities through Canvas, such as reading course materials and watching videos, and meet with their instructor weekly either in person or online. This option provides flexibility while still allowing students to receive guidance and support from a teacher.

No single learning environment is best for every student. The most effective placement is the one that provides the support, flexibility, and opportunities a student needs to learn, participate, and grow.

Want More?

• Click here to read the full article on class options for students with disabilities (Coming Soon!)