Look at any five students in your class, and you’ll see five different ways of thinking and learning.
For about one of those five, though, a learning or attention issue such as dyslexia or ADHD can make school harder than it needs to be.
One of those five may be neurodivergent. They may bring different assets to class, like outside-the-box problem solving, a focus on topics they’re super into, a knack for spotting patterns others miss. For them, the biggest challenge may be that their way of listening, learning, or solving problems is out of step with the way school usually works.
Your mission? Supporting all learners, across all of these differences.
Fortunately, we have good news: It’s totally doable. And you don’t need a custom plan for every student—many of the most effective classroom strategies for supporting students with learning disabilities and/or differences are simple and universal. And the best part? They make class better for everyone.
Here are six strategies you can implement today. The first three help students get into the lesson, while the last three help them stay there.
- Give directions in more than one way.
Spoken directions vanish the moment you finish saying them. Post them on the board or on a handout, so students can check back as often as they need. Break multi-step tasks into short, numbered steps, and be explicit about what finished work looks like. For a student with processing or working memory challenges, that written list can turn “I don’t get it” into “I’m getting started.” - Build in thinking time.
Many students with learning or attention issues need extra time to process a question and organize their response. When you ask a student a question, a long pause before they answer doesn’t mean they’re stuck. After you ask, try waiting several seconds before calling on anyone. Or give everyone a minute to jot down an answer first, so no one is put on the spot. Written responses, turn-and-talks, and mini whiteboards also allow more students into the conversation. - Make class predictable.
Uncertainty eats up attention. Small predictable routines lighten the load on executive function for everyone in the room. Open and close lessons the same way each day. Post the agenda. Give a heads-up before transitions: “Two more minutes, and then we’ll switch to partner work.” When students know how class will unfold, they can stop wondering what’s next and spend their energy on learning instead. - Lighten the load.
Some students are working hard just to filter out noise, light, and movement before the lesson even starts. Others hit overload when too much new information arrives at once. Chunk new material into smaller pieces, with a chance to practice each one before adding the next. Welcome tools like fidgets and noise-reducing headphones, and offer flexible seating or a quiet corner. Make these options open to anyone. When supports are for everyone, no one has to feel singled out for using them. - Give talk some structure.
For students who struggle with language, social cues, or confidence, group work and discussion can be the hardest part of the day. Structure helps. Assign partners instead of leaving groups to chance. Offer sentence starters, like “I noticed that…” or “I agree with ____ because…,” so students have a way in. Post the norms for discussion where everyone can see them.
For ready-made routines, try these free in-the-moment Instructional Support Cards. They’re designed for math class, but many of the moves work in any subject. - Plan with UDL in mind.
For a helpful framework, look to Universal Design for Learning (UDL). The UDL Guidelines, from the nonprofit CAST, help teachers design lessons that work for the widest range of learners from the start, instead of adding supports after the fact. The guidelines are organized around three big questions:- Engagement (the why): How will students get interested and stay motivated?
- Representation (the what): How will they take in the information?
- Action and expression (the how): How will they show what they know?
You don’t have to overhaul your lessons to begin. Pick one upcoming lesson and add one new option, such as a visual alongside a written explanation, or a choice between writing and sketching a response. Over time, small options like these add up to a practical way to personalize learning for diverse learners—in elementary and middle school, and beyond.
What to look for in your curriculum
These tactics go further when your instructional materials back them up. When you review a program, look for lessons with built-in supports. For example, in Amplify Desmos Math:
- Chunking with instant feedback. In one Algebra 1 lesson, teacher notes suggest having students complete a table one row at a time, checking each entry with visual feedback before moving on.
- Visuals before vocabulary. Instead of opening with a definition, a lesson shows shapes that are polygons and shapes that aren’t, and lets students work out the rule. The word arrives after the idea.
- Scaffolds for talk. Sentence frames like “The graphs look different when…” give students a way to share their reasoning, even if speaking up on the spot is hard for them.
Built-in supports like these also strengthen Tier 1 instruction, the foundation of a Multi-Tiered System of Supports. Learn more about Amplify’s approach.
Small shifts, big difference
Every tactic here fits into an ordinary class period, so there’s no extra burden on teachers. And for a student who’s used to feeling a step behind, these small choices send a clear message: This class was made with you in mind.
This Learning Disabilities Awareness Month, pick one tactic and try it in your classroom. Your students with learning disabilities will feel the difference. Chances are, so will everyone else.
Looking for more educator resources for learning disabilities awareness and student support? Watch our on-demand Learning Disabilities Awareness Month webinar From Deficit to Difference to Strength or read our new booklet Supporting All Learners: Six Simple Shifts To Start Today.
