TQS II // ELEMENT C

TQS II Element C

Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.

Engaging for Diverse Learning Needs

In alignment with Colorado Teacher Quality Standard II, Element C, I actively engage students as individuals by adapting my instruction to meet diverse learning needs, interests, and abilities. I believe that inclusive education requires a proactive and intentional approach to ensuring that every learner, regardless of ability, can access and succeed in the classroom environment.

My understanding of Individualized Education Programs (IEPs) informs my instructional planning and daily classroom practice. I consistently incorporate accommodations such as extended time, flexible deadlines, and choice-based sentence stems to support varied processing and expression needs. Lessons are scaffolded with visual aids, simplified instructions, and multimodal learning opportunities, ensuring each student can engage meaningfully with the content.

For students with ADHD, ADD, or other learning disabilities, I offer individualized support in the form of check-ins, guided redirection, and task breakdowns. During work sessions, I frequently provide one-on-one assistance to help these students refocus, clarify expectations, and process instructions at their own pace. I maintain a calm, encouraging presence to reduce stress and build trust, fostering a safe space where students feel supported and empowered to take academic risks.

In addition to instructional adaptations, I integrate brain breaks and offer fidget tools to support self-regulation and sustained engagement. These accommodations are offered to the whole class as a way of normalizing neurodiverse needs and creating an empathetic, student-centered environment.

Through these targeted strategies and supports, I have observed improved participation, greater independence, and increased confidence among students with IEPs. My approach reflects an ongoing commitment to equity, flexibility, and responsiveness in meeting all students where they are—academically, socially, and emotionally.