MORE WAYS INTO LEARNING
Start with the barrier. Not an assumption.
A label can be part of someone’s story. The actual task, environment, preferences and student’s own experience matter too.
Describe what is happening
- Name the activity and setting, not just the diagnosis.
- Record what the student says makes participation easier or harder.
- Keep observation separate from interpretation: “asked for a written direction” is different from guessing why.
Explore a preference
- Discuss response formats, communication, access technology, timing and the physical environment.
- Ask the student which option they want to try with their educational team.
- Record the agreed choice without describing it as a guaranteed intervention.
Return to evidence
- Check a source’s grade range, audience and setting before applying it.
- A general framework is not the same as a tested disability-specific intervention.
- When the source does not fit, keep the gap visible and ask an appropriately qualified educator.
