Supporting All Students With Special Needs

One of the most valuable lessons I’ve learned about special education has come from my friend Alecia Marsh. She is a skilled educator who consistently emphasizes the importance of individualized approaches to meeting diverse learner needs. She has helped me recognize mistakes I made early in my teaching career, such as assuming that one-size-fits-all strategies could effectively address a range of learning needs. These experiences have since shaped my commitment to creating a classroom environment where all students feel supported, valued, and capable of growth.

Ensuring an inclusive education for students with special needs

As of recent reports, approximately 7.3 million students in the United States—or about 15 percent of public school students—receive services under the Individuals with Disabilities Education Act (IDEA), while many more benefit from 504 plans. This number underscores the importance of these services, as they ensure that students with disabilities are not left behind. IDEA mandates that students with disabilities be provided with a free appropriate public education in the least restrictive environment, tailored to their individual needs through an individualized education program (IEP).

Section 504 of the Rehabilitation Act of 1973 protects students from discrimination based on disability and ensures that accommodations are provided for those who may not qualify for IDEA but still require support. Together, these services promote inclusivity and accessibility, providing opportunities for students with disabilities to succeed academically, socially, and emotionally. With the rise in the number of students identified with disabilities, schools must continue to strengthen their commitment to meeting the diverse needs of these learners through innovative strategies, professional development, and community engagement.

Equitable Ways to Motivate, Encourage, and Engage Students

Set high expectations and offer tailored support. Equity in education means holding all students to high standards, regardless of their abilities. Students with IEPs or 504 plans should not be treated as incapable of meeting those standards. Instead, teachers should tailor instruction to help students meet their full potential. Providing modified assignments or alternative assessment forms is not about lowering expectations but finding the best way for students to demonstrate their knowledge.

In my early years of teaching, I unintentionally lowered expectations for students with 504s and IEPs, thinking I was protecting them from frustration. However, I learned from experience that, provided with the proper support, students rise to the level of expectations that teachers set.

I once worked with a student who struggled with dyslexia and often felt defeated in reading tasks. By incorporating assistive technology like text-to-speech tools and offering extra time on assignments, I was able to uphold high standards while giving her the tools to succeed. I also designed scaffolded tasks that allowed her to achieve step-by-step victories, building her confidence without compromising the rigor of the curriculum. The key is balancing challenges with support so that students feel capable and empowered.

Teach self-advocacy and responsibility. Students with 504s and IEPs often benefit from learning to advocate for their needs. I used to focus too much on solving problems for my students rather than equipping them with strategies to solve them independently. Over time, I realized the value of teaching self-advocacy, such as showing students how to request clarifications or accommodations.

I introduced one student with ADHD to a color-coded planner and taught him how to use it to manage assignments. His confidence grew when he learned to approach teachers independently to confirm deadlines or ask for extensions. I also hold brief conferences to role-play advocacy scenarios, preparing students to navigate their learning environments more effectively and responsibly.

Holding brief conferences to role-play advocacy scenarios involves creating a supportive and intentional space where students can practice expressing their needs and seeking assistance; for example, during independent work time or a designated social and emotional learning session, I might pull a student or small group aside to discuss common challenges they face, such as asking for extended time, clarifying instructions, or requesting a break. Together, we outline the scenario and model how to effectively approach a teacher or peer using clear and respectful communication. Then, the student takes on the role of the advocate while I play the teacher or peer, providing constructive feedback and encouragement after each attempt.

If a student struggles with asking for help during tests, I practice how they can calmly raise their hand and say, “Can you explain what this question is asking?” These conferences allow students to build confidence, develop problem-solving skills, and prepare to navigate real-world situations more independently.

Foster a growth mindset. One of the most transformative practices I’ve adopted is fostering a growth mindset in students with special needs. Early in my career, I sometimes used fixed labels like “struggling learner” without realizing how damaging that could be. I now emphasize effort, progress, and the idea that skills can grow with practice.

A student with a processing disorder in my class once declared, “I’m just bad at math.” I began celebrating small wins during lessons, such as correctly solving a challenging problem and encouraging her to view mistakes as learning opportunities. I also introduced class discussions about famous individuals who faced challenges but persevered, like Thomas Edison and Jim Carrey. These stories, paired with targeted praise and constructive feedback, helped the student reframe her struggles as stepping-stones to success.

Involve families in the process. Families are essential partners in supporting students with 504s and IEPs, and I’ve learned that involving them can make a world of difference. Early on, I was afraid to speak with families for apparent reasons and neglected to thoroughly loop them into classroom strategies, which limited the consistency of support for the student.

I prioritize frequent communication, such as sending home progress updates and inviting families to collaborate on goals. I once worked with the family of a student with autism to create a visual schedule that extended from school to home, providing consistency that helped him transition more smoothly between environments. By involving families, I ensure that our support is holistic and grounded in shared understanding.

Creating an equitable classroom for students with special needs requires intentionality, collaboration, and a commitment to fostering each student’s growth and independence. Setting high expectations paired with tailored support ensures that students are challenged and equipped to succeed. Teaching self-advocacy and responsibility empowers them to take ownership of their learning, while cultivating a growth mindset helps them see potential in every challenge. Involving families strengthens the connection between home and school, providing students with the consistency and encouragement they need to thrive.

By embracing these practices, educators can create inclusive, supportive environments where students feel valued, capable, and motivated to reach their fullest potential.