Describe the barrier
Use specific, respectful observations: “During noisy group work, the student covers their ears and leaves the table.” Avoid labels such as “difficult” or “unmotivated.”
ADVOCATE FOR PARTICIPATION
Ask what a student needs
to take part.
Bring people together
Include the student, family, teacher, school OT, and other relevant staff. Ask about preferred language, routines, priorities, and supports that feel comfortable and meaningful.
Ask for a practical next step
Discuss an environmental adjustment, staff learning opportunity, or team consultation. Agree on what participation would look like and when to review the support.
“What could we change in the environment to make this activity more accessible?”
Support should be understandable and welcoming.
Use plain words, pictures, and the family’s preferred language when available. Check understanding without blame. Respect cultural differences and offer choices that fit each student’s communication and access needs.
Keep the conversation going.
Use these resources in staff meetings, school newsletters, and family conversations, following school procedures. The proposed pilot would gather feedback and review implementation before the program expands. Benefits are goals to evaluate, not established results.