Below is a quick reference tool I made comparing these resources. This post will be updated when I have more time :)

There is something you should know about me: I L.O.V.E. stationery. It is a sort of special interest of mine and I am proud to say I could make you a pen recommendation for almost any need you have. 

I have incorporated stationery into my practice as a teacher and as a support for neurodivergent students as well as disabled students. My hope with this post is to provide a few different ways you can incorporate highlighters into your practice that support students and you. 

I got this idea from a website that specialised in disability education/special education needs and supplies. I ultimately formed my own way of doing it and my students have appreciated it. There are lots of ways to take notes and keep track of things in a classroom and some teachers require it done a certain way. I was one of the kids who, when I didn't understand a class or topic (*cough* Biology *cough*), would completely redo my notes at home using markers, stickers, highlighters, etc. 

Whatever your practices and policies are regarding notes, some students have different needs and providing a sensory note taking  station can support them! The idea is to support sensory needs (sight, sound, smell, etc.) through readily available stationery supplies. Here is what is in my cart (picture forthcoming as I don't have access to my classroom over the summer):

• Paper
  
  • college ruled (my favourite growing up)
    
  • wide rules (great for students with mobility concerns or students who write with larger print)
    
  • graph/grid (my favourite now)
    
  • blank
    
• Writing Utensils
  
  • random pens (usually whatever is left behind in my classroom)
    
  • pens of different colours (you can also get pens of different types that write differently: gel, ballpoint, felt tip, glitter, etc.)
    
  • Standard #2 pencils
    
  • wide grip pencils (great for students with mobility concerns)
    
• Highlighters
  
  • standard thin grip highlighters
    
  • thick grip highlighters
    
  • scented highlighters
    
  • block highlighters (these are shaped like blocks or Legos) 
• Extras
  • sticky notes (I have all sizes)
  • paperclips
  • stapler
  • rubber bands
  • erasers
  • pencil grips

If a student needs supplies that support a limb difference or needs help gripping smaller objects this can help make the difference for them. Students should also be allowed to use a device when appropriate for note taking. I know that I prefer, for example, a paper notebook for my academic notes but I use my iPad (I use Notability) for professional notes/teaching notes, and I use Google docs for most professional brain storms. I also keep a variety of planners for different needs too (Plum planner, Google Calendar/Keep, and my bullet journal). It may seem excessive for some people, but for those who are neurodivergent it is an amazing experience. 

The other major way that I use highlighters is for assessments for students who need accommodations. While any student may need this for a variety of reasons, I've used this in the past to support students who:

• have an intellectual disability
• have ADHD
• are learning English/do not speak English (n.b. in these cases I either use the TL with the student along with visual aids or I speak the language in question.)
• are autistic
• have testing anxiety

There are a number of ways you can do this, but I really like using this technique for comprehension questions and providing textual proof for things (like proving a statement true). Here are some easy ways you can implement this:

1. Have student highlight with different colours for different characters. For example, in a story about Romulus and Remus, have them highlight statements that describe Romulus in blue and statements that describe Remus in yellow; green statements apply to both!
2. Have students highlight sentences that answer comprehension questions. 
3. Have students highlight words that fit into categories, for example, highlight all the animal words. 
4. Have students highlight sentences that, when put together, create a 3-5 sentence summary of the story. 
5. Have students highlight various pieces of the story:
   1. the conflict
   2. the resolution
   3. the villain (if there is one)
   4. the protagonist
   5. the setting

I'd love more ideas to add to this! If you try using highlighters in this way, let me know how you use it!

Retakes can be a sticky subject for teachers. I've heard many reasons as to why retakes should be given and why they shouldn't. I've even addressed some of these in previous posts (see above). What I want to consider today is how retakes can harm students and particularly neurodivergent and disabled students and, more importantly I think, how we can use this vital tool to support them instead. 

I'd like to take a look at a few scenarios. Some are things I've heard about in general classrooms and some are things I've done in the past. I want to be clear that I am, in no way, trying to target any particular teacher and, more importantly, that none of us are perfect (I am far from it). Rather, I'd like to bring a different perspective to these practices that are often considered "standard" or even "best" in certain cases. 

Format
General Topic. Scenario. My thoughts. 

These kinds of retakes really only serve a specific type of student:

• neurotypical
• affluent
• lots of free time
• ability to get things right quickly

In other words... it really serves the student who likely already did well on the first assessment. 
​So... what can we do?

There is no one answer. I know that isn't the ideal response, especially as teachers who are responsible for multiple students (I have an average of 150-180). But, hear me out. The simple answer is: flexibility and adaptation... on the teacher's part. I was afraid when I realised this because I wondered how much extra work it would put on me. After a few years of working this way I realise... it doesn't. It isn't something I can put in a single blog post or provide a template for, however. But... let me address each of the students we talked about in our scenarios:

1. The student who works a job outside of school/takes care of siblings. One of the easiest ways I've found to work with these students is using standards based grading and incorporating retakes into our every day work. When I do this, I ensure that the students receive (a) remediation and (b) there is no undue pressure to get things done when they have other responsibilities. Importantly: this is how I largely do retakes now -- I will remediate with the entire class and use creative assignments to get the information I need without putting extra work on any one student or myself.​ This also works really well for: students who have missed a lot, students with processing disorders or who need more time to comprehend topics, students with executive functioning concerns, etc.
2. Student A. I am not going to ask my students to see me outside of class to discuss grades. I am, of course, going to leave it as an option, but I am not going to require it. Having said that, I also don't allow interruptions to discuss grades. Instead I take a note that a student needed me and I wait until we are are doing group/individual work or I ask to see the student after class. I will make a plan with them or I will incorporate it into class.
3. Student B. If student B wants my specific help, I will invite them to my duty station and we'll work together there. Another option would be to switch duties for a week with another teacher. This allows me to be in the room to help that student. If I know that many students have similar struggles I will incorporate small group instruction in class as well. 
4. Student C. Unless asked specifically I do not pass out grade reports any more. For many students it is helpful, but it shames students who do not have the grades wanted/needed and still puts the labor on the student to follow up. If I have noticed student C's pattern of working (or not), I will ask to speak with them and find out the core issue. If it is simple peer pressure, I will make a plan with them specifically to get work made up privately. If it is executive functioning concerns doubled with peer pressure, I will make a daily plan that includes subtle reminders about work (a hand sign, a shoulder tap, etc.). If the student is truly struggling with the material, I will incorporate their specific concerns into class and the entire class will benefit. 
   
5. Student D. Whenever this happens, I try to take as much pressure as possible off the student. I check in with them every few days and ask them to focus on class during class and, if they really want to do something at home, to work on vocabulary only. I will use every opportunity to take a grade (yay SBG). Examples: I will take a speaking grade whenever the student asks a question in the TL or responds to a question. I will take a comic strip from a story for standards about comprehension of a story, comprehension of details of a story, etc. I will take a dictation grade for the dictation and ability to listen to spoken language. 
   
6. Student E. (1) I will sit this student right next to my desk. This allows me to keep an eye on their progress AND their anxiety levels. I will never call them out specifically, but proximity also allows me to check in regularly and quietly. I will also, whenever this student gets frustrated, go back to something I know the student knows and use it as a starting place. (2) I will expand my understanding of how students show progress. I often employ unconventional ways of showing understanding in order to meet the student where they are and allow them to show progress in a way that is meaningful to them. Some ways I've done this are:
   
   1. using highlighters to highlight answers in a story from oral questions instead of answering multiple choice questions or writing sentences out
   2. giving exams orally and marking their answers myself
   3. using Wikki Sticks, legos, play doh, etc. to let the student manipulate something to show me a picture of a story. 
   4. Allowing a student to take a multiple choice test via Gimkit because:
      1. it doesn't require filling in little circles or writing
      2. it is colour blocked allowing an easier time of seeing and processing answers
      3. it allows students to reconsider questions and gives me question specific data. 
      4. it breaks up the standard testing procedure which can disrupt testing anxiety

I wish there were a simple answer, but there isn't because we don't teach computers, we teach human beings. Education and testing, in particular, have largely and historically favoured the neurotypical, affluent, and gifted student when they are the students who often succeed without any help or intervention. As educators we should be working to ensure progress for all types of learners. 

Welcome to the first installment in my series on working with all types of learners. I decided to create this series to (in no particular order) catalogue the things I was doing for reference and for the future, provide resources for teachers who may be new to working with various types of learners, and to help support advocates, teachers, and students in their educational journey. Today's installment will focus on supporting vision students.

Today's blog post and resources focus on working with vision students. Like all disabilities and types of learners, there is a wide spectrum to what qualifies as a "vision student". Some students wear glasses, some have varying degrees of vision and legal blindness, and some have temporary or chronic conditions that may require different supports at different times. In my district, various schools have programs that focus on specific disabilities. Our school cluster (elementary, middle, high) houses the vision program for the district. We have dedicated TVIs who work with our students and provide a variety of life skills and classes in things like braille, and mobility. 

I am very happy to be personal and professional friends with our TVI and some of the paraprofessionals in this program. We work together closely to support students and I am really glad they are here! You will see references to them in this post as they have shared with me many ideas and resources that I use with my students. 

What can we as teachers do to show our support or prepare ourselves for teaching vision students? Here are some things I've done:

• Learn braille basics. You can learn a lot about braille online for free. UEB Braille Online is a great place to start! Thank you to the TVI at my school for introducing this to me. 
• When working with vision students always introduce yourself when you begin a conversation: "Hi X. It's Ms. P." 
• NEVER guide, touch, etc. students without their consent. If you are walking with a vision student somewhere, you can ask if they'd like a guide, but respect their decision and move at their pace. 
• Remove unneeded obstacles from your room. If there is something you know is in someone's way, move it or make it clear where it is. 

If you are able to put things into braille, that's great! If you have someone at your school who can do it for you, or if your student has assistive technology that allows them to read documents as if they were in braille, these pointers might help you:

• Remove all formatting. While font, size, etc. can be useful for other types of learners, when putting things into braille they just complicate the issue. Keep all formatting choices out of the document you want to turn into a braille document. You can still use those things, just make sure to have an unformatted copy. 
• If you use pictures, make sure to include a picture description. The more detail the better. 
• Bear in mind that other languages use other braille symbols and this can mean that turning a document into braille might take a bit longer. If you teach Latin, however, the braille is uncontracted English braille, so it will be fairly easy! 
• Give your TVI or paraprofessional ample time to put things into braille. They are likely also teaching students skills and have to make multiple documents for multiple students. The more lead time you can give, usually, the better. 
• Special Note for novellas: As an author, I am very careful about copyright. Having said that, be aware that putting a document into braille is NOT a violation of copyright. I would still reach out and ask for a PDF or word copy, but know that (1) you don't need their permission to make a braille copy and that (2) they are not obligated to send you a format that is easy for braille. 
  

Here is a quick list of ways to adapt activities and support vision students in your classroom. 

• Offer visual options: large print, large spacing, and braille
• Allow students to use assistive technology: braille sense/braille note, voice to text, audio reader, etc. 
• If you do picture talks, movie talks, etc. provide picture descriptions. That way students can participate in your discussions. Here is an example I made. Keep the picture descriptions in the L1. You will use the L2 to discuss, but you need to establish meaning first. 
• Provide multiple ways of expression. Some visions students might be able to draw, but others may need alternatives. While translation or answering questions is an alternative, it doesn't allow the same creative output that drawing might. Some other ways to allow creativity include:
  • creating a playlist that tells the story through song
  • writing a poem or creative story in L1
  • Using Wikki Stix, clay, etc. to create 3D pictures. 

One of the things I like to do for story review is to have students brainstorm what they remember. In the past, I've taken notes on the board and taken a picture of them to put online to share. However, this is not a way to provide full access to vision students who read braille or use audio devices. So, I decided to try and find a way to take the notes in a way that was easy for me, but to provide it for students in multiple formats (multiple means of representation in UDL speak). 

I did this today with a Latin I class. We were reviewing the first half of a story before reading the second half. I ask students to give me notes of what they remembered, in any order, each period. I added them all to the same document and made the notes available to all classes. 

Right now I am teaching in person and digitally, so I needed a way to see all my students AND take these notes. So, I pulled out my iPad and wrote notes while they spoke and typed at me. I used the Notability app which I've talked about before when discussing annotated stories. I love this app for taking notes professionally and creating resources for students, but I still don't know everything about it. For example, today I learned that I can take my handwriting on the app and quickly convert it to digital type (which can be read by an text to voice system). 

After I had all the notes written, I used the Notability app to convert them into typed text. It wasn't perfect and there were a few mistakes, but I quickly fixed those using a keyboard. I then uploaded the document as a PDF. Zamzar was able to take that PDF and turn it into a word doc. I then removed all formatting (making it more accessible to a braille Note). 

As you can see, my handwriting is fun. I use a mix of cursive and print and I colour code things. I don't solely provide one or the other and often use a mix of my own handwriting and digital type. I see value in both (aka, this isn't the place to get into an argument over cursive vs. typing skills). 

I am so glad I learned how to do this today and will definitely be employing it in the future as well!

This is a quick list of accommodations that I employ as often as possible. These are easy to implement and often require little to no extra materials. What would you add to the list?

1. American Sign Language - I use this when teaching new vocabulary and to provide visual input. ASL is its own language and should be treated as such, but it is also a great tool for muscle memory and providing a connection between various languages. 
2. Visual Schedule - Routine and expectations can be made clear using a visual schedule and labels in areas of the classroom. 
3.  Pause and Point - This is a commonly used Comprehensible Input tool. Whenever I am introducing new words, emphasising words, or repeating questions, I may pause and point to parts of the story, an image, or key words. 
4. Preferential seating - This means so may things. It isn't always proximity to the teacher or the front of the room. For some students, it can actually be proximity to the door, a friend/helpful student, the teacher's desk, or even to specific supplies. 
5. Large Print - It is very easy to print a story, test, or document in large print. 

These ideas are always evolving and you can find an up to date list of things here. While the list in this post is full of quick ideas you can start using TODAY, the link above includes ideas separated by issue ad concern.

I started compiling these ideas long before I made the decision to work towards a degree in and get certified in Special Education. Rather, these ideas came from seeing learning and assessing issues in my classroom and doing my own research in how best to fix the issues I saw. Below are some quick ideas that anyone can implement today:

• allow students to take tests at or near your desk
• give tests in smaller chunks OR shorten your test
• use different fonts for different sections of the test
• use large font
• separate sections of the test with borders and tables
• use columns
• remove extra questions that test things already included in other questions
• reconsider the use of words that may cause comprehension problems
• repeat instructions on every section and on every page.
• test should reflect your teaching
• prep students with a routine that remains the same for each testing period

Some supplies you may wish to have on hand to support those taking tests are:

1. line readers (dyslexia, reading concerns, ADHD, intellectual disability, ASD, etc)
2. highlighters (dyslexia, reading concerns, motor skill concerns, intellectual disability, ASD, dysgraphia,