Learning to regulate behavior is so important for ALL kids, but especially our students with disabilities. Ableism is the discrimination against disabled individuals, and it is unfortunately so prevalent within the accessible (special) education classroom. Behaviors can be tricky and teachers and specialists are often trained with outdated practices. Behavior is a form of communication, and students need help with emotional regulation. Fellow teacher Summer Faso is someone who experienced outdated ableist practices as a disabled student herself. She’s guest blogging for us to share five anti-ableist strategies to help students regulate behavior from a neurodivergent teacher’s perspective.
1.) Co-Regulate with Your Student
Breathe and regulate behavior with your students. They need modeling and support when dysregulated. When students are dysregulated (and speaking from experience), they often cannot think of how to regulate their bodies until they are already regulated. You can offer a choice board of regulation techniques for students to use that are always available (e.g., breathing, drinking water, going for a walk, etc.). Co-regulating with your students will help them understand how to regulate at the time, and you will help get to the root of the behavior instead of ignoring them or telling them to “calm down.” This also means ditching the clip charts and or token charts for every student.
2.) Use a Social-Emotional Curriculum That Works
Teachers are often set in their routine of teaching the Zones of Regulation right off the bat. There are many social-emotional (SEL) curriculums that students are drawn to and want to learn from. My personal favorite is Kimochis. It is flexible, easy to use, and there’s stuffed animals, which is always a bonus! Also, I am able to adapt the curriculum for my students’ needs, and I can adapt it to be more accessible and anti-ableist for my classroom. I then can teach Zones of Regulation after the students have a better understanding on how to be aware of their own emotions. More emotional awareness will help students learn to regulate behavior.
3.) Use Flexible Seating
Have you ever been in a boring staff meeting and you thought about all of the things you have to do while sitting on an uncomfortable lunch table? That is what it is like all the time for neurodivergent individuals. Allowing flexible seating options can open opportunities for focusing and motivation for students. It is okay if students do not sit in a regular chair. They know how they learn best whether it is on the floor, standing, using a wiggle stool, etc. Remember to set the expectations multiple times, so the students know to treat the furniture.
4.) Allow Fidget Items the Whole Day
Neurodivergent students may need fidget items all the time to focus. Try having a fidget bin that is accessible throughout the school day and have a variety of fidget tools, too. This will allow the students to focus on what is being said instead of “sitting still” or having “Whole Body Listening” (which is another discussion for another day). Set the expectations multiple times, so the students know how to use the fidget tool, and that it is a tool to help regulate behavior. If they do not respect it with knowing expectations (e.g., throwing it, etc.), then it becomes a toy and not a tool.
5.) Have Movement Breaks Throughout the Day
Movement breaks are essential for all neurodivergent students, no matter the age. In fact, movement breaks are essential for ALL students! This allows them to be themselves and let go. There are so many Internet platforms to choose from – or you can make your own. My personal favorite, as well as the students’ favorite, is GoNoodle. It is completely free and has SEL resources as well! I also use a “30 Second Dance Party Button”. This is great when the wifi isn’t your friend, or you have a sub. You can also make up your own movement breaks too. If a student uses a mobility aid (e.g., wheelchair, etc.) you can find inclusive movement breaks and adapt/modify them for your individual students (e.g., using arms only, etc.). If you have a trampoline and a bean bag chair, you are set! Movement breaks are also a great relationship builder between you and your students. You are allowed to be silly and let go, too!
More about our guest blogger: Summer Faso is an accessible (special) education teacher in the San Francisco Bay Area of California. As a disabled and neurodivergent teacher, she loves to teach from an anti-racist and anti-ableist approach. She strives to make her classroom trauma free and equitable for all learners. She speaks publicly about anti-racist/ableism, as well as her experience being a student that had an IEP growing up. She also loves musical theatre, Disney, coffee, and wine!
Looking for related blog posts?
13 Easy and Proactive Behavior Strategies to Try
Therapeutic Stories to Address Challenging Behavior
How to Effectively Debrief Student Behaviors