Students in Special Populations: Empowering and Supporting All Learners in Language Arts

If you teach students in special populations, you may have asked yourself questions like, “How can I help my students work with grade-level texts?” and “How can I help my students meet or even exceed expectations?” Thankfully, there are many ways that you can help your students to excel in your classroom, even when they face unique challenges. 

In many of your EB resources, including units (text sets) and activities (supplemental resources), you will find an Instructions for Use section that offers Instructional Support Notes. These notes provide support and differentiation suggestions developed by an educator with experience in secondary language arts and special education. They offer practical and resource-specific strategies.

To help you apply effective strategies in various lessons, we have pulled some of the most common advice from these Instructional Support Ideas, along with some other general strategies, which you can consider as you create or implement a variety of lessons with your students.

 
Preparing

When teaching students in special populations, or really any students, preparation is key to their success with grade-level content. A strong focus on vocabulary, previewing unfamiliar words, and connecting to background knowledge can make a significant difference.

• Allocate a few minutes for students to preview the text they will be reading and identify unfamiliar words. Encourage them to share these words aloud, then work as a class to define and discuss their meanings. Highlighting key words from the text, having students spell and write them, and using the words in sentences during discussions are effective strategies to build familiarity.
• Connect the text to students’ prior knowledge by discussing its themes, setting, or concepts and relating them to real-world examples or students’ personal experiences. This increases engagement and provides context for understanding.
• Offer visuals when possible to frontload learning and make concepts clear. For example, if students will be reading a survival story set in a desert, a short video about that desert could help students better visualize the setting and understand the challenges that characters will face.
• Preview sensitive topics. If the text involves sensitive topics (e.g., trauma, violence, disaster, etc.), preview the content with students beforehand. Provide a safe space for students to express any concerns or discomfort they may have. Offer related but alternative readings and activities for students who will not be comfortable with the text. Additionally, give students the option to participate in a way that feels comfortable to them, whether through small group discussions, independent writing, or other formats. This ensures that all students can engage with the material in a way that is respectful of their emotional needs.
• Prepare for students’ needs outside the classroom. Some students may not have access to the internet outside of school, for example. Others do not have a quiet workspace for reading and writing. Consider adaptations you can make like providing time in class for reading, having students research and type during class time, etc. 

Pacing

Effective pacing is essential for maintaining engagement and ensuring students can process and retain information. Chunking content and providing opportunities to pause and reflect are simple yet impactful strategies.

• Break the text into manageable sections. After reading each chunk, pause to discuss key ideas or revisit annotations, allowing students to focus on one aspect of the text at a time.
• Conduct multiple read-throughs of shorter texts or excerpts of longer texts. The first read can focus on understanding the main idea, while subsequent reads can emphasize deeper analysis, such as identifying literary devices or interpreting character motivations. Encourage students to annotate during these rereads to build analytical skills.
• Use tools like learning targets or clear agendas to guide students through activities. Outline the sequence of tasks in advance to help students anticipate what’s next and create a structured learning environment that reduces anxiety.

Scaffolding

Scaffolding provides essential support for students as they engage with grade-level content. Supports like these, which are offered throughout EB resources, can help students build understanding and independence:

• Graphic Organizers: Use tools like Venn diagrams, cause-and-effect charts, or story maps to help students visually organize information. These structures make complex ideas easier to grasp.
• Sentence Stems and Paragraph Frames: Provide starting points for students to structure their writing. For example, “One reason I think this is important is…” or “This shows that…” These tools guide students in forming complete thoughts and organizing their responses. To help students provide detail in their responses, include words like “because” to encourage explanation and justification.
• Text Supports: Offer additional resources like footnotes, glossaries, or word banks to help students with unfamiliar vocabulary or concepts. These supports provide instant clarification without interrupting the flow of the main text. For English language learners, you can also encourage students to use a translation dictionary for help with unknown words. This support is best used alongside other strategies, like using context clues and conferring with peers. 

Grouping Students

Grouping students effectively can enhance learning, foster collaboration, and provide tailored support. There are several strategies to consider when grouping students in special populations:

• Flexible Grouping: Rotate students through different groups to provide a variety of collaborative experiences. This approach helps students build social skills and exposes them to diverse perspectives. For example, one group could focus on discussing key themes in a text, while another could collaborate on creating a visual representation of the story. A key component of flexible grouping is that it can change; students do not need to work in the same group throughout the year and sometimes can even change within a unit.

• Peer Support: Pair students with peers who can offer academic support. For example, pair students with stronger reading skills with those who need extra help to discuss and analyze a passage together. This not only reinforces the content for both students but also encourages leadership and teamwork.

• Interest-Based Groups: Group students by interests or learning preferences to encourage engagement. For example, if you are studying a historical text, group students by their interest in specific aspects of history (e.g., social issues, politics, technology) to help them connect with the material in a deeper way.

• Skill-Based Grouping:  Group students according to specific academic needs. For example, place students who need help with vocabulary in one group and those who need more practice with comprehension strategies in another. This allows for focused instruction tailored to each group's needs. This type of grouping is especially helpful if a teacher or aide will be working with specific groups. 

Managing Workload

Balancing rigor and workload is crucial for fostering student success without causing unnecessary stress. Prioritizing quality over quantity and being mindful of how assignments are structured can make a significant difference.

• Focus on the depth and quality of students’ work rather than the number of responses. For example, instead of requiring five paragraphs in a written response, allow for four well-developed paragraphs that demonstrate mastery of the content.
• For assignments with multiple components, consider reducing the number of required responses. For instance, students could complete eight carefully chosen multiple-choice questions instead of the full set of fifteen questions. This adjustment ensures students can concentrate on providing thoughtful answers without feeling overwhelmed. (When eliminating questions or prompts, be mindful to keep those that are most important to assessing a student’s mastery of the concept. Consider eliminating a question if it addresses a skill that is covered by another question.)
• Structure assignments to build upon each other. Start with annotating a text in one lesson, move to further analyzing the annotations in the next, and conclude with a written response. This approach allows students to focus on one skill at a time while reinforcing their understanding through repetition and practice. By delivering content in measured amounts, you can maintain high expectations while giving students the time and support they need to meet them.

Culminating Projects

Helping students succeed in final projects (summative assessments) such as essays or presentations, requires thoughtful preparation and support. In many of our EB units (text sets), culminating projects will be found in the “Beyond” lesson. Here are some strategies to guide students through these tasks:

• Break Down the Process: Divide the project into smaller, manageable steps. For an essay, this could include brainstorming ideas, creating an outline, drafting, revising, and finalizing. For presentations, include steps like researching, taking notes, organizing slides, practicing delivery, and preparing for questions.
• Provide Models and Exemplars: Share examples of high-quality essays or presentations to clarify expectations. Discuss what makes these examples effective and how students can apply similar techniques in their own work.
• Incorporate Peer Feedback: Schedule time for students to share drafts or practice presentations with peers. Encourage them to give and receive constructive feedback to improve their work.

• Focus on Quality Over Quantity: Emphasize the importance of clear and well-developed ideas rather than requiring extensive length. For instance, allow students to write a concise, impactful essay or deliver a focused, engaging presentation.

• Offer Checkpoints: Set interim deadlines for different parts of the project to ensure students stay on track and receive timely feedback. This helps prevent last-minute stress and allows for meaningful revisions.
• Adapt Workload as Needed: Consider the demands of the project and adjust requirements for students who may need additional support. For example, reduce the number of required slides in a presentation or simplify essay prompts while maintaining rigor.
• Consider Pair or Group Projects: Many students benefit from the support of a peer when composing or creating a project. Offer opportunities for goal-setting, conferencing, and reflection to ensure that all group members contribute with their best effort.
• Allow Student Choice: When possible, offer students a choice in projects, so they can apply and demonstrate their learning in the way that works best for them. For example, you could let students choose between creating a poster or writing a short story to demonstrate their understanding of a theme in a book. Alternatively, students could choose to present their research as a video, a slideshow, or a written report, depending on their strengths and preferences.

With thoughtful planning and intentional support, you can help students in special populations engage with grade-level content and overcome challenges. These practices ensure that all learners have the tools they need to succeed academically and participate meaningfully in lessons.