Published on 11th December, 2024 by Sonia Nair
As educators, we are the mediators of learning, and our role is to foster growth, cultivate curiosity, and create an inclusive learning environment for all students. Over my 15 years in the field of education, I have worn many hats. Including 8 years as a special education teacher, I've had the privilege to work with students facing unique challenges—both learning and physical differences. These experiences have deepened my understanding of how personalized support and patience can transform lives.
Learning disabilities, such as Dyslexia, dyscalculia, and dysgraphia, are often invisible but profoundly affect a student's academic and emotional journey. I have seen students struggle to grasp concepts that their peers grasp easily. Early in my career, I realized that these students do not lack intelligence or drive—they simply process information differently. Most of the time, this difference from peers also leads to lack of confidence.
With specialized training in Dyslexia and literacy Teaching, which led to a deeper understanding of the Orton-Gillingham approach, I have tailored teaching methods to meet each student's needs. Breaking tasks into smaller, manageable steps, using multisensory learning techniques, and offering visual support are some strategies I have employed to help students with learning disabilities thrive. I change the approach but keep the content the same.
One of the most memorable experiences I had was with a student diagnosed with Dyslexia, ADHD, and Cerebral Palsy. She had multiple layers of needs that needed to be addressed before accessing a learning curriculum. Her handwriting difficulties, reading challenges, and expressive output often caused frustration. Together, we worked on building her confidence, focusing on alternative ways to express her thoughts—like typing or using dictation software. Over time, her academic performance improved, but more importantly, she developed a renewed sense of selfworth.
For students with neurological challenges, such as ADHD and Autism Spectrum Disorder (ASD), traditional classroom settings can often be overwhelming. One student with ASD taught me that structure and predictability were critical to his success. While he struggled with transitions and social interactions, he thrived in environments where routines were clearly defined and consistent. Attention to these details allows students to focus on their strengths. ADHD students, for example, often benefit from more structured environments with limited distractions. Visual schedules, movement breaks, and a focus on active engagement were instrumental in helping them maintain attention.
I have learned the importance of crafting individualized strategies through collaboration with school counselors, therapists, and families. In one instance, a student with ADHD, whose energy often led to outbursts, found success through a behavior plan we designed together. This tool allowed him to channel his energy positively, leading to more focused and productive classroom participation.
Working with students facing developmental challenges, such as Global Developmental Delay (GDD) and intellectual disabilities, has been one of the most rewarding aspects of my career. These students often require academic support and social and life skills coaching. I believe deeply in the importance of inclusive education, where students of all abilities can learn alongside their peers.
One student with GDD, whose progress in academic skills was slow, demonstrated remarkable emotional intelligence and compassion. This was a powerful reminder that growth happens in many forms and that success can't be measured solely by academic achievement. In inclusive settings, students with developmental challenges often become more socially engaged, learning from their peers and teaching invaluable empathy, strength, resilience, and diversity lessons. I have seen firsthand how these interactions foster a sense of community that benefits all students.
My biggest takeaway in this field is the power of collaboration. A team-based approach is essential when working with therapists, parents, or fellow educators. Developing individualized education plans (IEPs) helps address every student's unique needs.
I remember advocating for a student with Oppositional Defiant Disorder (ODD), who often struggled to regulate his emotions in class. It was not until we worked as a team—educators, parents, and specialists—that we found the right tools to help him. This collaboration improved his behavior and helped him regain control over his learning experience.
At the heart of my teaching philosophy is the belief that "Everyone has the potential to learn as long as the teaching is geared in the right manner." This approach underpins everything I do, from adapting lessons for students with visual impairments to developing literacy skills in students with Dyslexia. As educators, we can help students of all abilities succeed when we embrace flexibility and creativity.
Being nominated for the Outstanding SPED Teacher Award in 2023 was a humbling experience and a recognition of my dedication and passion for this work. However, the real rewards come from seeing students unlock their potential and grow into confident, capable individuals.
Supporting students with disabilities is challenging and deeply fulfilling. It requires patience, flexibility, and a commitment to continuous learning. As educators, we have the privilege of shaping how students with disabilities view themselves—not through the lens of their challenges but through their unique strengths.
Let us foster inclusive classrooms, advocate for our students, and remain open to the individualized approaches that make all the difference. With the proper support, students with disabilities can thrive academically and socially, becoming empowered individuals ready to make their mark on the world.