Teacher Ryland Grace and his Disabled/ND/Deaf students headcanons
I had too much fun writing this. Also please note that if I have used incorrect wording please let me know so I can amend it :) I tried my best to get the language right form research of what each community prefers but it can be wrong. Thanks!!
Genuinely tries to accomodate all of his disabled/neurodivergent/deaf students
Man will regularly look over their IEP’s and even ask the kids if there’s anything else he can do to support their learning.
He will make sure any dyslexic students worksheets are made in dyslexic-friendly font and if they need different coloured paper he’s on it.
He will let the student use text-to-speech technology and encourage it
He will write any notes on the whiteboard clearly, in large font, spaced well.
Will provide aural versions of any books or other materials required for learning
For his autistic students he makes sure to keep any loud, sudden noises out of the classroom, encouraging students to modulate their voices during his learning games.
Will advocate to get more sensory-friendly lights
If he notices a students struggling socially will help them by giving conversation starters and ways of keeping conversations going
He will also place students in pairs who he thinks will work well together to facilitate social interactions
Will openly stim while teaching to show that stimming is ok, normal and healthy
Has a sensory toy and silent fidget basket for all students to use (ND students get priority tho)
Encourages students to use ear plugs or ear defenders if they need to and normalises it by having some on his desk.
For his ADHD students he will write down numbered instructions on the board, in addition to verbalising them (in the same writing used for his dyslexic students bc they also can have trouble with working memory)
Lets them take body breaks- will often encourage the whole class to have body breaks where they might do star-jumps, arm movements for his wheel-chair users or any kind of body movement depending on the mobility level of his cerebral-palsey students. Everyone moves. (The adhders just can do it more frequently)
Will try to make the worksheets with lots of visuals and the words in multiple colours s (dyslexia-friendly for his co-occuring adhders and dyslexics)
If he notices a student struggling with deadlines he won't punish them for it but instead work with them to create a realistic game plan to complete the assignment.
Encourages body-doubling to help students complete homework- will encourage them to get together after school in the library to do it together then eventually makes it an official club, him being the teacher in charge of it.
Is always gentle when giving constructive criticism as he knows RSD can feel horrible.
Wheel-chair users and motor skills
For his wheel-chair users, he makes sure that all desks are far enough apart so his wheel-chair user students can sit where they want instead of forcing them to sit at the front
^Advocates for desks that work with wheelchairs in all classrooms
Makes sure any students with motor-skill issues have the right tools to complete work and engage
Will get a larger version of 'earth' for 'earth is lava' ganes so it's easier for students to catch, or will get students to roll the ball too
Will make sure all videos have subtitles
Does his best to learn ASL and make sure his deaf students can see his face and hands at all times
Advocates for ASL interpreters in the classroom
Will make sure that any background noise is reduced
Advocates for hearing loops in classrooms
He will mostly talk so the interpreter can translate that, and will give the student a copy of what he is planning to write on the whiteboard so the can read it first, then follow the interpreter
Gives the students copies of his classroom notes