phonemic awareness

Designing Lessons for Real Kids, Not Pinterest: What Actually Works in My SPED Classroom

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Effective support for bilingual students with disabilities requires a shift from viewing labels like “SPED” or “ELL” as deficits to seeing them as intersections of unique strengths. Key strategies include using Universal Design for Learning (UDL) to provide multiple means of representation, such as digital books, tactile symbols, and visual schedules.

Consistency is vital; use the same vocabulary across home and school settings to reduce cognitive load. Scaffolding—starting at a student’s current level and using sentence frames or graphic organizers—empowers learners to engage with complex content. Finally, leverage assistive technology like speech-to-text and translation apps to bridge communication gaps. By fostering collaboration between families and educators, we create inclusive environments where every student can advocate for themselves and succeed.

From “Cheating” to “Solving”: The New AI Mindset

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The integration of artificial intelligence in education necessitates a shift from a “cheating mindset” to a “solving mindset,” where AI serves as a Socratic partner rather than a shortcut. By adopting “directive prompts,” students can use AI to deconstruct complex problems, bridge knowledge gaps, and enhance critical thinking rather than simply generating final answers. This approach transforms AI into a personalized tutor that fosters productive struggle and strengthens academic integrity. For the full article, visit Bilingual SPED.

Why the A.C.C.E.S.S. Literacy Framework Image Is Built Like a Bridge — And Why That’s the Whole Point

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ACCESS is a structured, scaffolded framework designed to ensure all learners can engage with grade-level literacy tasks. A – Activate Background Knowledge: Connect new learning to prior
knowledge C – Clarify Language & Vocabulary: Pre-teach and reinforce academic language C – Chunk
Complex Text & Tasks: Break tasks into manageable steps E – Engage with Evidence: Support
students in citing and explaining text evidence S – Support with Scaffolds: Use sentence frames,
visuals, and guided instruction S – Synthesize & Show Understanding: Demonstrate learning through
structured output Why ACCESS?
• Bridges the gap between the Science of Reading and classroom
practice
• Aligns with Universal Design for Learning • Designed for SPED, ELL, and struggling readers
•
Maintains rigor while increasing access Outcome: From access → to independence for every learner.

How My Thinking Evolved: The Behind-the-Scenes Story of Going From PLUSS to A.C.C.E.S.S.

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The A.C.C.E.S.S. Literacy Framework didn’t appear fully formed one morning. It grew — slowly, messily, and honestly — out of years of PLUSS-aligned teaching that was already doing A.C.C.E.S.S. things before the acronym existed. This post tells the real story of that evolution, why naming a framework matters, and what every bilingual SPED teacher can learn from the gap between what we practice and what we call it.

It’s Time for the Philippines to Adopt the A.C.C.E.S.S. Literacy Framework — A Direct Conversation With Filipino Teachers, School Leaders, and Education Policymakers

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The Philippines has some of the most dedicated teachers in the world — and one of the most persistent literacy gaps in Southeast Asia. The A.C.C.E.S.S. Literacy Framework offers a structured, repeatable, research-grounded instructional system that works in large multilingual classrooms without lowering expectations or overwhelming teachers. This post makes the case for school-wide and system-wide adoption — and shows you exactly how to start.

How I Teach Vocabulary to ELL Students with Structured Supports

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Vocabulary instruction for multilingual learners cannot rely on memorization or isolated word lists. Many English learners—especially those who also receive special education services—need vocabulary to be taught in ways that are explicit, structured, and deeply connected to meaning. In my classroom, vocabulary instruction is carefully scaffolded so that students can interact with new words multiple times and in multiple ways.

Each new word begins with clear context. Instead of presenting vocabulary in isolation, I introduce it through short texts, visuals, or shared discussions so students can see how the word functions in real language. We analyze the word together, exploring its meaning, possible translations, related forms, and how it might appear in academic tasks such as reading or writing.

Structured supports make the difference. Graphic organizers, sentence frames, visuals, and guided discussion help students practice using the word safely before they are expected to use it independently. Students repeat, say, write, and apply the word across activities so the learning moves beyond recognition toward real ownership.

Most importantly, vocabulary instruction is not a one-day lesson. Words return throughout the week in reading passages, writing prompts, and partner conversations. This repeated exposure helps students gradually internalize meaning while building the confidence to use new academic language in authentic ways.

Why We’re Bringing the A.C.C.E.S.S. Literacy Framework to Myanmar — And Why This Work Is the Most Meaningful Thing I’ve Done

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I’m joining the Advisory team for Gift of Education Myanmar to bring the A.C.C.E.S.S. Literacy Framework to Southeast Asia. Standards-based curriculum development starts now. Teacher training launches in May through a structured Professional Development Certification Program. This post is about the literacy gap in Myanmar, why the A.C.C.E.S.S. framework is built for this exact context, and what the Teachers Teaching Teachers model means for sustainable change.

How Linda Darling-Hammond’s Equity Mandate Inspired Me to Build the A.C.C.E.S.S. Literacy Framework for Multilingual Learners and Students With Disabilities

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Linda Darling-Hammond’s equity mandate — that professional learning communities must disrupt predictable educational outcomes by race, language, and disability — is the intellectual foundation for the A.C.C.E.S.S. Literacy Framework. This post explores what that mandate means in real classrooms, how each stage of the framework removes specific barriers for multilingual learners and students with disabilities, and why high expectations without strong pathways is just a slogan.

Emotional Disturbance (ED) Under IDEA: What Every Special Education Teacher Really Needs to Know — and Why This Category Breaks My Heart a Little

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Emotional Disturbance is arguably the most stigmatized IDEA disability category in the entire system. Students who qualify under ED are frequently labeled as “difficult,” “manipulative,” or “a behavior problem” — when what they actually have is a documented neurological and emotional condition that makes regulating feelings and behavior genuinely hard. This post is for new special education teachers who are about to walk into a room with an ED student and don’t feel prepared. It’s also for experienced teachers who’ve been doing this long enough to know that behavior is communication — and that the right structure, tools, and unconditional positive regard can change everything.

How My Special Education and ELL Students Used This “Evaluating Point of View” Lesson And What Actually Worked

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 As a Special Education and English Learner teacher, I used this lesson with students who struggle with reading comprehension and written expression at my Washington DC school. In the specialized world of the Digital Literacy Academy, my classroom serves as a bridge between foundational communication and the practical skills required for the workforce. My students … Read more