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a ready-to-run workshopSensory & Physical Disabilities
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Supporting Students with Sensory & Physical Disabilities (Workshop)

Students who are blind or have low vision, deaf or hard of hearing, or have physical or mobility disabilities can fully participate and succeed with the right access and accommodations. Removing barriers, and collaborating with specialists, lets these students reach the same high expectations as their peers.

Key takeaway

Students with sensory or physical disabilities can fully participate with the right access and accommodations; removing barriers and collaborating with specialists lets them meet the same high expectations.

Format
PLC / team meeting
Length
45 minutes
Group size
Any (works 4-40)
Who can run it
Any teacher-leader
You will need
Slides (5)Printed handoutA student or profile in mindA timer
Aligned to
Learning Forward: Rigorous ContentInTASC 2: Learning DifferencesResearch on sensory and physical disability support
Share / assign

Why it works

Students who are blind or low-vision, deaf or hard of hearing, or have physical or mobility disabilities face access barriers, not ability barriers, in a classroom not designed for them. With appropriate accommodations and access (accessible materials, assistive technology, interpreters, physical access, adapted activities) and collaboration with specialists (teachers of the visually impaired or deaf and hard of hearing, physical and occupational therapists), these students participate fully and meet high expectations. The barrier is design, not the student.

The research: Research on inclusion of students with sensory and physical disabilities.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

    The core activity: remove access barriers

    Teachers leave with the access and accommodations one student needs, and the specialists to call.

    Remove the barrier, keep the expectationsSensory and physical disabilities create access barriers, not ability barriers. Provide access and accommodations, collaborate with specialists, and hold the bar high.

    Facilitator notes

    The barrier is design, not the studentA classroom not built for a student's access needs is the barrier, not the student. Provide access and accommodations, and keep expectations high.

    Adapt it

    Participant handout

    One page for every teacher. Print it, or save it as a PDF.

    K12 Academics · Professional Learning

    Sensory & Physical Disabilities: remove the barrier

    <b>Access, not ability:</b> accommodations and access, specialist collaboration, and the same high expectations.

    1. The student access needs (from plan and specialists):
    2. The accommodations and access I will provide:
    3. The specialists I collaborate with:
    4. How I keep expectations high:
    5. A barrier to remove:

    Make it stick

    Access and expectations:

    Common questions

    I've never taught a student with a sensory or physical disability. Where do I start?
    With the specialists and the student's plan. Learn the specific access needs, provide accommodations, and collaborate, these students succeed with access, and you are not alone.
    Doesn't this require major changes?
    Often less than you think: accessible materials, assistive technology, physical access, and adapted activities. The specialists guide the specifics; you provide access and keep expectations high.
    Will the student keep up?
    With access and accommodations, yes, these are access barriers, not ability barriers. Remove the barriers and hold the same high expectations.

    Go deeper

    Build it into a bigger day

    Workshop
    Assistive & Accessibility Tech
    Workshop
    Accommodations, IEPs & 504s
    Workshop
    Universal Design for Learning