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ALL IN: HELPING STUDENTS WITH SEVERE DISABILITIES THRIVE IN GROUP SETTINGS

Updated: Feb 3

I'm thrilled to welcome Kayla Allen to our blog this month! She is a previous middle school special education teacher turned stay-at-home mom. You can find more of Kayla's resources here, or follow her on Instagram!

In this post, Kayla shares her insights on supporting students in group settings, offering practical strategies and tips to help you plan meaningful group activities in your special education classroom. Let’s dive in!

ms kayla k helping students with severe disabilities thrive in group settings

As teachers, our goal is to provide all students with the best opportunities to access their education. For students with severe disabilities, this can be challenging. Factors such as behavioral difficulties, attention deficits, overstimulation, and hesitation from general education teachers can create roadblocks. Let’s chat about how thoughtful strategies and collaboration can help us successfully include students with severe needs in both the classroom and the broader school community.


The Power of Inclusion: More Than Just Academics

I want to share a success story that highlights the true power of inclusion—and the incredible potential that’s unlocked when we refuse to give up on students, no matter the obstacles. One student came to me with significant behavioral challenges, limited verbal communication, and heightened sensory needs. Every time he was asked to do any work or attend his general education classes, he would shut down—refusing outright, or engaging in tantrum behaviors that made it almost impossible for him to participate. At one point, we were working in 2-minute increments, followed by 5-minute breaks—hardly enough time to make any meaningful progress. And because of his struggles, he couldn’t work with peer tutors, something I knew could really help him grow.


But I knew this student had so much potential. I could see beyond the challenging behaviors. I knew that, with the right support, he could not only thrive in his academic environment but also build the connections that would allow him to belong in his general education setting. So, I made it my mission to get him the education he deserved and to connect him with his peers. I started by introducing strategies to help him manage his sensory needs and emotions—giving him a safe space in my classroom where he could regain control and build the coping skills he needed.


What happened next was nothing short of remarkable. Slowly but surely, the strategies we put in place began to pay off. This student went from working in 2-minute bursts to successfully staying engaged for 10-15 minutes at a time, cutting down on his breaks. He started looking forward to his sessions with peer tutors and participating in whole-group activities. Eventually, he was not only able to tolerate but eagerly requested to attend his general education classes.


The transformation didn’t stop there. This student began forming genuine friendships with his classmates—relationships that extended beyond the classroom and into his life outside of school. He wasn't just integrated into the classroom; he was connected.

This journey wasn’t easy, and it didn’t happen overnight, but it proved that with the right support and determination, every student can thrive. Inclusion isn’t just about placing students in the same space; it’s about creating the conditions where they can flourish, where they can be seen, heard, and supported to reach their full potential.


Common Challenges We All Face

While the benefits of inclusion are clear, challenges must be acknowledged and addressed. Differing ability levels within the self-contained classroom can make it difficult to plan group activities that engage all students meaningfully. Some students may struggle with social interactions, while others may exceed academic expectations but still require significant support.


Another challenge is the lack of resources and training for teachers. New educators often find themselves overwhelmed by the demands of managing IEP goals, classroom safety, and instructional responsibilities. Without proper resources and support, planning group activities can feel daunting.


Additionally, miscommunication between special education and general education staff can hinder successful inclusion. General education teachers may feel uncertain about their role in supporting students with disabilities, often seeking permission before taking action. Strengthening collaboration and communication between teams is essential to fostering a culture of shared responsibility and empowerment.


Let’s Talk Strategies

I don’t doubt that many teachers out there include their students of all abilities in group activities or lessons. You guys are rockstars! I am here to make that mission just a little bit easier and hopefully increase the amount of activities you can include your students with even the most significant disabilities or challenges to be involved and growing! Here are some effective approaches:


Plan with Intention

  • Design activities/lessons that are inclusive, fun, and adaptable to various skills.

  • Assign roles based on students’ strengths and provide multiple ways to participate.

For example, one year my class read "Hatchet” by Gary Paulsen. Along with the Story-Based Literacy Unit (developed by the wonderful Miss Lulu), I would adapt the chapters into a summarized version with visuals on PowerPoint. As we read, my students had the adapted page displayed on the overhead and we would read a page and then simplify it for their understanding. I had students who could attend and some who struggled with it being upfront. I didn’t want them reading their own story to the side so I would take the adapted stories and either print them or have it displayed on the ipad. They were able to actively participate in a way that worked for them. They were able to point to the visuals to answer questions rather than raise their hand. The increased participation from all students was amazing!

  • I also want to stress how important it is to bring fun into lessons! Don’t just drill and kill goals. My students responded so well to games like race the teacher, stand up/raise your hand for vocab words, etc. They would be fully engaged and then when it was time to drill, they were eager to work!


Create a ‘Learning Space’

  • Create a cart or station close to your students’ desk that has all the necessary supplies for students and staff to quickly grab.

    • I had a school year where most of my students had severe needs whether it was physical, health, or behavioral and could not be left alone or work with peer tutors. I created a ‘learning space’ cart for each of these students that had pencils, glue, scissors, their work binder, data sheets, behavior resources, etc. The three tiered cart had all the necessary materials the student needed to participate in academic work (1:1 and group work) and materials that my aides would need to help facilitate learning and manage behavior and health related duties. Students were able to still participate in such a successful way because of this.

learning cart with token board

Use Visual and Tactile Support

  • Incorporate visual lanyards, visual schedules or token boards with expectations and staff inventions.

    • As I learned more about positive behavioral strategies, I found that students with severe disabilities respond best to visuals. I created visual lanyards for my staff to use during instruction and crisis situations, helping students understand and apply them in both our classroom and general education settings. This led to decreased problem behaviors and increased participation across environments.


  • I created a one-page token board that combined clear student expectations with staff interventions for crisis situations. This simplified classroom management for my aides and myself while making it easier for students to stay engaged. Seeing their expectations alongside their tokens kept students motivated, and having quick access to interventions allowed us to manage behaviors efficiently and redirect them to rewards.


Foster Peer Support

  • Encourage peer tutor, peer involvement like reading groups for elementary, to promote inclusion and build relationships.

  • Find times where your students can participate in school activities.

    • Peer tutors are incredible assets to special education classrooms, especially in secondary schools-but elementary schools can benefit too! I’ve seen elementary teachers set up reading groups where general ed students buddy up with peers from self-contained classrooms, foster meaningful inclusion. These interactions often lead to lifelong friendships. I trained my peer tutors to focus on building genuine relationships-treating students as peers, not children to be babied. By encouraging them to talk, share interests, and engage naturally, I watched these friendships flourish. Many of my former peer tutors would even visit during their free time just to catch up with their friends.

  • I made it a priority to give my students the chance to be an active part of the school community—pep assemblies included. Now, I’ll admit, I’m not the biggest fan myself, but these events are one of the few times the whole school comes together to have fun.

    • One of my students loved these moments, jumping up and down with excitement. Sure, some people looked confused, but awkward is not an emotion I tolerate. She was happy, just like everyone else—she just showed it differently. My job is to teach my students that expressing joy, in whatever way it comes, is normal. This is inclusion—accepting people for who they are and letting them live their best, most authentic lives.


Collaborating with General Education Teachers

Inclusion has become a major focus in recent years, and my district has been working hard to raise awareness. As part of an amazing school team, we aimed to empower general education teachers, who often felt their role in special education was insignificant. It was challenging to get them to attend IEP meetings, especially in secondary settings, but we knew their involvement was crucial. To address this, our SPED team initiated an annual faculty meeting to clarify roles and encourage collaboration. As a result, teachers not only became more engaged in meetings but also contributed to goal-setting and adapted their curriculum to better support our students.

teachers collaborating at a table

One of my main goals when collaborating with general education teachers was to emphasize that students in the self-contained classroom weren’t just my students—they were our students. This might seem like a simple word change, but truly implementing it can be challenging. My biggest tip is to consistently refer to students as our students-for example, asking, “How can we help our students accomplish this?”


Another strategy is to proactively meet with general education teachers before placing students in their classrooms. By discussing students' strengths, learning styles, and support needs, teachers can feel more prepared and confident in their role. Regular check-ins and ongoing communication help address any concerns and celebrate successes.


One final tip—be present in the general education classrooms. As self-contained teachers, it’s easy to stay in our own bubble, but I made it a priority to regularly step into general ed classes with my students. My goal was to visit each class at least once a week, or every other week, to see firsthand what support the teachers needed. With 30 other students to manage, they rely on us to help them support our students effectively. Being present not only provided valuable insights but also built strong relationships and trust with the general ed teachers.


Real Examples of Successful Collaboration with General Education Teachers

I once collaborated with a general education science teacher to adapt her curriculum for my students. I met with her prior to enrolling the students in her class and we chatted strategies, I addressed concerns, and we agreed that this would be a good fit for our students. We worked together to create modified materials and accommodations that allowed the students to participate meaningfully. Over time, the teacher took initiative in adapting lessons independently, demonstrating the power of collaboration and shared ownership.


The final example highlights my collaboration with a choir teacher to support a student who struggled with attending class, coping with noise, and engaging with peers. The choir teacher and I shared the goal of increasing participation not only for this student but also for others with severe needs in different class periods. To achieve this, I created an adapted choir book with visuals for students who had difficulty reading or following along with music. This simple adjustment led to greater participation from all students. Most remarkably, the student who previously struggled with noise and social interactions could use his adapted book, walk to class independently with his aide, and eventually start singing along—an incredible milestone we were thrilled to witness.


Wrapping It Up

Inclusion is a powerful tool that enriches the educational experience for all students. By implementing thoughtful strategies and fostering collaboration with general education teachers, we can create an environment where students with severe disabilities thrive. Inclusion is not just about meeting educational goals—it’s about fostering connections, building confidence, and preparing students for a fulfilling future.


I encourage educators to embrace these strategies and share their experiences to continue building a culture of inclusion within their schools. Together, we can make a lasting impact on our students and our communities.

1 comentario


The cart is a pretty good idea

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