Strategies for Inclusive Education

A Teacher's Simple Strategy That Changed 30 Lives Every Morning Ever wondered how one small gesture can transform an entire classroom's energy? Let me share a powerful thing that's reshaping how we think about starting our school days. Here's how it works: Each student gets to choose their preferred way to start the day: - A gentle high-five - A quick hug - A friendly fist bump - A simple smile and nod - A quiet "good morning" The results? Remarkable. Students who once dragged themselves to class now arrive early, excited to make their choice. Anxiety levels dropped.  Class participation soared.  Even the most reserved students found their comfortable way to connect. What makes this approach powerful is its simplicity. It: - Respects personal boundaries - Builds trust - Creates a safe space - Teaches emotional awareness - Promotes daily positive interactions This isn't just about starting the day right – it's about teaching our children that their comfort matters, their choices count, and their well-being is priority. What if we all took a moment each day to ask others how they'd like to be greeted? Sometimes, the smallest changes create the biggest impact. #Education #TeachingInnovation #StudentWellbeing #ClassroomCulture #PersonalizedLearning

Scaffolding techniques are vital for supporting students with learning disabilities, as they provide structured, personalized pathways to understanding while honoring each learner’s unique needs. For students with dyslexia, tools like phonemic awareness activities, color-coded texts, and audio books can reinforce decoding and comprehension, allowing them to engage with content without being hindered by reading challenges. Those with dyscalculia benefit from hands-on manipulatives, visual models, and real-life math applications that make abstract concepts more concrete and accessible. Students with dysgraphia thrive when given graphic organizers, typing options, and chunked writing tasks that reduce cognitive overload and promote expression. For learners with ADHD, scaffolding might include clear routines, visual schedules, movement breaks, and task segmentation to maintain focus and reduce impulsivity. Meanwhile, students with auditory processing disorders need multimodal instruction such as written directions, visual supports, and opportunities for repetition to fully grasp spoken information. These scaffolds not only enhance student confidence and independence but also help teachers create inclusive environments where every learner can flourish. #AccessibleEducation

Dear educators Please stop using English learners when talking about students who speak more than one language. People who speak more than one language are bilinguals, trilinguals, and multilinguals. They carry with them access to multiple cultures and forms of knowledge. If you are unable to speak their language and the only form of language you provide is English, then as an educator, you are the one who needs to do the work to access your bilingual/trilingual/multilingual students. How Provide translations Use art/sound/music/play Make multilingual groups Allow multiple languages in the classroom Invite the community Learn from your students how they learn, not how you want them to learn Language is about connections and collaborations. And learning happens when students have access to knowledge. Access to knowledge happens in English, Mandarin, Arabic, Spanish, Indigenous languages, Tagalog .......... De-center English They will learn English faster than you think because you would have allowed them to access the knowledge in their native languages. And for some of us, native means more than one language.

Words Matter, especially when it comes to students: Strategic communication is student success. In the world of higher education, strategic communication isn’t just a best practice, it’s a necessity. It is the connective tissue between departments, services, and most importantly students. The language we use in emails, on websites, in text messages, and even in hallway conversations can either build trust or create distance. When a student receives a message from their institution, they shouldn’t feel confused, anxious, or alone. They shouldn’t need a glossary to interpret it. They should feel seen, supported, and guided not processed. What this looks like in practice * Limiting acronyms and internal jargon that may be second nature to us but foreign to students * Replacing transactional tones with empathetic ones, especially in moments of stress such as financial aid holds, academic warnings, or appeals. * Anticipating where students might feel overwhelmed and proactively offering step by step guidance and reassurance. * Providing warm hand offs to real people, not just links, policies, or generic email addresses. * Offering solutions, even when the answer is “no.” It’s not just what we say; it’s how we assist students navigate next steps that matters. * And most importantly, communicating even the hardest messages with care, clarity, and respect. There is always a way to communicate with compassion. Even when the message involves denial, delay, or correction, we can lead with humanity. Students deserve transparency, but they also deserve encouragement, context, and direction. Every message is a moment of truth. A poorly worded financial aid notice, missed deadline reminder, or impersonal response can drive disconnection with the institution. But a thoughtful, student centered communication? That can change the entire trajectory of their experience. Strategic communication is student success. Let’s be intentional with our words, consistent with our support, and relentless in our mission to create welcoming, accessible, and responsive experiences for every student we serve.

🚨🚨Educators in Multilingual Language Learning (MLL), simplify your approach to scaffolding. You don't need a multitude of tabs open to make a significant impact.🚨🚨 After extensive experience in multilingual classrooms, here are MY five Research-Backed, Low-Prep, High-Impact Strategies that align with SIOP, are easy to execute, and highly beneficial for MLLs: ❇️ Use Sentence Frames with Purpose: Shift from basic structures to more complex formats to enhance academic language skills swiftly. ❇️ Implement Visual Word Banks: Combine images, words, and definitions for easy reference and improved retention, aiding independent student work. ❇️ Engage in Quick Partner Talk Routines: Encourage fluency, reduce barriers, and ensure every student has a voice through structured discussions. ❇️ Use Color-Coded Graphic Organizers: These tools assist in organizing thoughts and improving writing skills, facilitating tracking, assessment, and differentiation. ❇️ Introduce Choice Boards for Tasks: Empower students by offering multiple ways to demonstrate understanding, fostering agency and engagement. These strategies go beyond mere tactics; they are transformative tools that have elevated language proficiency, confidence, and autonomy for MLLs—and they can do the same for your students. 💬 Share with me: What low-prep strategy do you rely on for MLL success? #MLLs #SIOP #LanguageEducation #Scaffolding #MultilingualLearners #TeacherTips #EdLeadership #ELD #ESOL #MLLEducator #AngelMartinez

“You’re invited to join the breakout group.” Sounds polite, right? But for many neurodivergent folks, "invited" still feels like expected. If you're facilitating a workshop or team event and truly want to create an inclusive space, especially for neurodivergent individuals, "optional" has to be more than just a word. Here’s the thing: For people who mask, who are managing sensory overwhelm, or who process differently—group and paired activities can be incredibly taxing. Saying “you’re invited” doesn’t communicate that opting out is actually safe. The social and professional pressure to conform can still feel intense—even in well-meaning spaces. If you want to honor autonomy and really foster psychological safety: ✔ Offer multiple ways to participate. ✔ Normalize opting out by saying it aloud: “You’re welcome to sit this out—no explanation needed.” ✔ Provide solo reflection options alongside breakout discussions. ✔ Don’t ask people to “share out” if they haven’t opted in. Inclusion isn’t just about invitation—it’s about permission without pressure. Let’s normalize facilitators saying: — “If group interaction isn’t where your brain is at today, that’s okay.” — “Reflection is participation.” — “Quiet is welcome here.” Have you ever felt pressured to “participate” when your brain or energy said no? #Neurodiversity #Facilitation #Inclusion #PsychologicalSafety #PlayfulWorkDesign #WorkplaceAccessibility #LearningAndDevelopment #Leadership

When we talk about allowing "translanguaging" in classrooms for our multilingual learners, it's often against a backdrop of strict school language policies that require 100% immersion in the allocated language, no exceptions. Our new article, published in the Journal of Early Childhood Literacy, uncovers 13 multilingual discourse strategies that teachers employ to transgress these policies through "covert translanguaging" in Mandarin immersion preschools. By doing so, they create safe and inclusive spaces for children to bring their full linguistic repertoires into learning. Title: Promoting emergent literacy in preschool through extended discourse: Covert translanguaging in a Mandarin immersion environment. 💡 Main findings: (1) Teachers allowed translanguaging to help students adjust to the expectations and behaviors of classroom learning, guiding them not only in acquiring Mandarin but also in becoming comfortable with the structure and social aspects of school. (2) Translanguaging helped students grasp complex academic content, integrating both Mandarin language development and subject learning, demonstrating that multilingual strategies can enhance understanding in content areas while still fostering language immersion. We hope this research sparks dialogue on how translanguaging can be an essential pedagogical tool and stance, even in settings with strict language policies. The implications for schools and educators are significant as they strive to meet the linguistic and academic needs of all students. Read the article here: https://lnkd.in/g__gp5cJ I'm also happy to share an author's copy if interested. #Translanguaging #EarlyChildhoodEducation #BilingualEducation #LanguageDevelopment #MandarinImmersion #EmergentLiteracy #MultilingualLearners #EarlyLiteracy #Research #EducationResearch Pepperdine University Graduate School of Education and Psychology // Pepperdine University

1. Refocus the Energy Then (2016): Redirect a student’s attention by engaging them in a task. Now: Invite the student into purpose. Example: Instead of: “Stop tapping the desk!” Try: “Can you help pass out the journals?” Or: “Let’s see who can get their materials out and ready the fastest—you lead.” Why it works: Children don’t always need a correction. Sometimes, they need a mission. 2. Give Students a Break Then: Offer short mental or physical breaks to reset focus. Now: Normalize breaks as brain regulation. Example: “You’ve been working hard—take two minutes at the calm table.” Or for younger kids: “Let’s visit the breathing corner.” Pro tip: Let breaks be chosen—not assigned as punishment. Empowerment changes everything. 3. Use Non-Verbal Cues Then: Use eye contact, gestures, or signals. Now: Make cues a shared language. Example: Tap the desk twice = Eyes on me. Hand on heart = Remember our classroom promise. Current child need: Visual learners, neurodivergent students, and anxious learners benefit from predictable, non-verbal systems. 4. Address the Disruption Quickly and Quietly Then: Handle problems without embarrassing the student. Now: Preserve dignity as a sacred practice. Example: Walk over. Whisper: “Can we talk for a second after the activity?” Avoid: Correcting in front of peers or making it a “teachable moment” at the student’s expense. Today’s child: They are emotionally aware. They remember how you made them feel. 5. Offer Kinesthetic Movement Options Then: Allow students to move or stretch to release energy. Now: Build movement into daily structure. Example: “Would you like to stand and work today?” “We’re going to learn this vocabulary while clapping it out!” Brain breaks every 20–30 minutes. Why it works: Movement builds memory. Motion strengthens focus. Stillness isn't always engagement. 6. Give Anonymous Reminders Then: Remind the class without calling out specific students. Now: Use inclusive language that invites reflection. Example: “I notice some folks need a reminder about voice levels.” “Let’s all check ourselves—are we focused or distracted?” New suggestion: Use self-assessment cues: thumbs-up, sideways, or down behind the back to check in. Keeps ownership with the student. ✨ Final Thoughts This generation is different. They’re more sensitive, more aware, more expressive. Disruption isn’t always defiance. Sometimes it’s a cry for connection, a need for movement, a test of trust. As leaders, we don’t just teach reading. We set the conditions where children can think, feel, and thrive. This summer, reflect deeply. What are you willing to change so children don’t have to be changed to survive your classroom? #LavertLines™ #TeachTheBrain #DisciplineWithDignity

The "discussion" around DEI may be creating an impression that it's all about race and gender. It's not. It's any difference: region, nationality, religion, and ability are also included, with the goal of ensuring every QUALIFIED individual has an opportunity to contribute and compete regardless of their differences. That includes the neurodiverse. Internal communication is often designed for the “average” employee—but what about those who process information differently? Neurodivergent employees, including those with ADHD, autism, dyslexia, and auditory processing differences, may struggle with lengthy emails, dense text, or unclear messaging. Our typical one-size-fits-all approach to communication can leave these individuals feeling overwhelmed, disengaged, or excluded. That's problematic, given that neurodiverse employees can often focus better than "average" employees; given the opportunity, they bring unique and valuable abilities to the table. The best internal comms teams are rethinking their approach to ensure messages are clear, accessible, and inclusive for all employees. This includes: * Using plain language to make content easier to understand. * Offering multiple formats (text, video, audio, and visual aids) to accommodate different learning styles. * Breaking up dense information with bullet points, headers, and summaries to improve readability. * Leveraging AI and personalization tools to tailor content delivery based on individual preferences. * Providing alternative ways to engage, such as interactive Q&As, transcripts for videos, and visual storytelling. By embracing inclusive communication practices, organizations can foster a workplace where everyone—regardless of how they process information—feels informed, valued, and empowered. Is your organization ensuring internal communication works for everyone? How?

Last week, I shared a new leadership model I have conceptualized for some time. The name is still going through a few iterations, but the premise remains unchanged. Influenced by the work of John C. Maxwell and the Maslow Leadership & Maslow Research Center's reenvisioning of the needs of employees in the post-pandemic workplace, at the heart of this new model is the idea that effective leadership is a dynamic process that combines various elements of inclusive leadership, psychological safety, and emotional intelligence. It's not about progressing from one level to the next but continuously weaving these elements into your leadership approach. Foundational Leadership: Leaders are actively working on building trust, respect, and psychological safety within their teams. They lay the groundwork for inclusive practices and prioritize emotional intelligence to understand their team members' needs and concerns. Relationship-Centered Leadership: Leaders continue to prioritize trust and relationships, creating a safe and inclusive environment. Emotional intelligence is crucial for understanding team members' emotions and motivations. Fostering psychological safety through open communication, empathy, and genuine care for team members. Results-Oriented Inclusivity: Leaders focus on results and inclusivity, ensuring everyone's unique contributions are recognized and valued. Psychological safety is maintained, allowing team members to collaborate effectively, and emotional intelligence helps navigate challenges on the path to achieving goals. Empowerment Leadership: Leaders empower team members to reach their full potential, promoting inclusivity by providing development opportunities. Emotional intelligence plays a significant role in supporting individual growth and helping team members overcome obstacles. Inclusive Visionary Leadership: Leaders at this level profoundly impact fostering diversity and inclusion throughout the organization. They excel in creating psychological safety, ensuring every voice is heard and valued, regardless of hierarchy. Their exceptional emotional intelligence enables them to navigate complex situations and promote inclusivity at all levels. In this model, inclusive leaders continuously integrate elements from each stage, creating a holistic approach to leadership that encompasses inclusivity, psychological safety, and emotional intelligence. It's not a linear progression but a dynamic, ongoing process of growth and adaptation. Leaders may draw from different elements depending on the context and the needs of their teams and organizations. This interconnected model reflects the complexity and richness of modern leadership in a diverse and inclusive world. What else should I consider as I continue to build and iterate on this inclusive leadership model? Let me know below in the comments!