I had the opportunity to talk with Greg Donnellan the other day about working with students with learning differences. Greg has spent 16 years working in various roles at the Lawrence School, a school dedicated to the service of students with learning differences including dyslexia, dysgraphia, dyscalculia, and executive dysfunction challenges, such as ADHD. We talked about putting students first in a nuanced way that includes language, data, bringing in specialists, and implementing effective strategies that serve all students well.
Our conversation opened with cautions around the words “special education” and “disability.” Like many other terms that have been historically used in education, the connotations and othering of these words exacerbate the sense that these students are inherently unable to do things and the accommodations provided to them lessen the value of their learning. Specifically, Greg pointed out:
“Learning disabilities is the technical term–the legal term–it’s associated with legislation, financing, and special education. But it’s really flawed just in the word itself.…Using the term ‘learning differences’ helps me understand that in order to learn and achieve at this scale the child with a learning difference is going to need a different approach.”
Using inclusive words, like learning differences, and ensuring that technical terms are part of a vocabulary shared by all decision-makers around a student’s learning, are key elements of fostering a sense of belonging among students who learn differently and creating a space that allows the potential in each student to be more fully developed.
Greg also suggested using more inclusive words when we are discussing the best outcomes for students. Consider the difference in these phrases: “Susie can’t…” or “Susie’s weaknesses are…,” versus “Susie does best when…” or “Susie is most successful when…” In using asset-based wording, we’re focused on our educational goals and giving Susie the tools she needs to meet those goals.
This type of language needs to be used with every audience–with students, caregivers, and with other members of the school community. There needs to be honesty, trust, and a priority on helping the student thrive no matter what other environmental factors may be at play.
During our conversation, Greg talked about a myriad of assessments that can be, and frequently are, used with students who learn differently. His main concerns are twofold: First, many educators looking at this data often focus on the averages, or the generalized scores, rather than at specific areas of strength and need. An example is a student who has difficulty reading and the scores tell that story. However, without looking at the next level of detail, the accommodations may focus on reading comprehension when the difficulty is actually with processing speed or executive functioning. When that’s the case, nearly everyone ends up feeling frustrated and progress stagnates without more investigation around alternatives.
Greg’s second concern is around translating data into action. Not surprisingly, the majority of people are not trained in special education, and even those who are may not be trained in analyzing the data that accompanies these assessments. Without that level of comfort, and the ability to translate information for people who do not have expertise in this area, efforts to support students with learning differences may fall short.
While not every community has access to every kind of specialist, there are people with training who are there to help with data collection, analysis, and interpretation, not to mention translating that into practice. These professionals can be huge contributors to finding nuanced solutions for students. They may include a special education director, school psychologist, or an instructional coach.
Beyond specialists, other educators in the school community may have strategies that are working for them with the same student. If teachers share strategies with one another, they can learn more quickly how to set each student up for success.
While some instructional or classroom management strategies may be specific to a student’s particular needs, some can make an impact for many students with learning differences, and really for all students. For some students, consistency across classrooms when it comes to systems and structures can free up cognitive power for acquiring new content knowledge and skills. If Susie doesn’t have to learn which color folder has her missed homework for each class, she can come into each classroom with one less obstacle to her cognitive engagement. Greg emphasized that this can be done in a uniform way, that is, “still fun, colorful, and child-centered.” Following, are a few examples for creating consistency across classrooms:
- Structure and processes for using Google Classroom (or other digital media)
- Classroom physical and procedural organization (e.g., location of binders; color coding is consistent both in colors and how they are used; process for turning in homework)
- Clear usage and access to appropriate tools (e.g., all students have access to Grammarly for writing and it’s already turned on across all devices; students who have trouble translating thoughts to written forms have consistent access to voice-to-text software at all times; all students have access to mathematical manipulatives)
At the end of the day, Greg wants students and educators to remember that, “Everybody learns differently….Not every adult is good at everything….To be a successful person, you don’t have to be good at everything.”
Learn More
- International Dyslexia Association
- The Meadows Center For Preventing Educational Risk, College of Education, University of Texas Austin
- Multisensory Math
- Pittsburgh area schools focused on specific needs:
- Western Pennsylvania School for Blind Children (often serves children with multiple challenges)
- Western Pennsylvania School for the Deaf
Opportunities for Reflection
- How might you adjust your everyday language to be more inclusive of students who learn differently?
- What data could you examine more closely to better support students who learn differently and may currently be struggling with your established instructional practices?
- Who might you talk to in strategizing how to best serve your students with learning differences?
- In your work, how might you leverage different strategies that are necessary for students with learning differences?
About Greg Donnellan
Greg Donnellan is the Director of Enrollment Management for Lawrence School (Facebook), which ignites the potential of students with dyslexia, dysgraphia, dyscalculia, and executive dysfunction, and is the founder of Lumen Educational Partners which provides personalized educational guidance to families and schools. Greg was a recipient of the 2023 Fred Rogers Helper Award for his work with students with learning differences.
