Teaching students with high support needs can feel overwhelming at first, especially if you’re used to more traditional classroom strategies.
These are students who may not be able to sit for more than a couple of minutes, who may not have verbal language, and who often have complex sensory, physical, or emotional needs. But make no mistake: these students are still learners, and they are capable of growth, connection, and progress. It simply requires a shift in mindset and a different set of tools.
Reframe the Mindset
The first and most important step is to flip the script. Instead of thinking in terms of “low functioning,” reframe it as “high support needs.” This small change in language leads to a big shift in mindset. It reminds us that the problem is not with the student—it’s with the system or environment that hasn’t yet adapted to meet their needs. Once we understand that, we can begin focusing on how to reduce barriers and provide support that can eventually be faded as students grow more independent.
Regulation Comes Before Education
Rather than starting with curriculum, start with regulation. Students with high support needs are often in a state of dysregulation—physically, emotionally, or neurologically. If a child cannot sit still, follow directions, or engage with materials, it’s not because they’re refusing to learn—it’s because their nervous system isn’t ready yet.
Our first role as educators is to co-regulate. That might mean using sensory tools, creating a quiet corner, incorporating movement, or just sitting calmly with a student until they feel safe. Regulation always comes before education.
Build Connection First
Once students feel safe and grounded, the next step is connection. Learning happens in relationship. If a student doesn’t trust you, they won’t follow your lead. Start by building that relationship—through music, play, shared interests, laughter, and a consistent, calm presence. Celebrate every attempt, every small win. Use reinforcement intentionally, and remember that even the smallest moments of connection are meaningful.
Prioritize Interaction Over Instruction
When it comes to instruction, think interaction, not information. For students with limited receptive language or attention spans, teaching may look like:
- Offering choices with picture symbols or real objects
- Using hand-over-hand to complete simple matching or sorting tasks
- Singing familiar songs with movement and gestures
- Playing cause-and-effect games with light-up toys or water play
- Exploring textures, visuals, and sounds
These are not just “fillers”—they’re foundational learning experiences. Every moment of joint attention, shared enjoyment, or physical participation is a step toward future learning.
Start Where They Are Academically
For academics, meet students where they are—not where the standards say they should be. It’s okay to teach letter exposure through songs, colors through sensory bins, or numbers through movement games. Use errorless learning, repetition, and hands-on materials like Velcro boards, laminated worksheets, and matching games.
Build in breaks. A simple “work-play-work” structure with a preferred toy or sensory item between tasks can increase participation dramatically.
If a student can only sit for two minutes, start there. Use timers, visual schedules, and consistent routines to help students understand expectations and feel secure. Add time slowly and celebrate progress along the way.
Make Life Skills the Foundation
Teaching a student to help with feeding, pull up their pants, wipe their face, or communicate a preference is just as valuable—if not more so—than academic goals. These are the skills that lead to independence and dignity.
Think of skills that help them participate in daily routines, access the school environment, or express their needs. Every step toward independence is a step worth celebrating.
Lean on Your Team
Collaboration is key. Lean on your team—OTs, PTs, speech therapists, BCBAs, and paras. Use their insight to build sensory diets, visual supports, communication systems, and daily routines that actually work. And if you’re stuck, ask to observe a colleague’s classroom who has similar students. Seeing strategies in action is often more helpful than reading about them.
Structure Your Day for Success
Structure your day around what works. Consider short whole-group moments (like morning meeting with music and movement), followed by rotations or centers tailored to each student’s level. Include play-based tasks, sensory bins, functional activities, and task boxes. Alternate between engaging seated work and active movement breaks.
Always have backup plans. Flexibility and patience are part of the job.
Progress Over Perfection
You are not failing if your day doesn’t look like a traditional classroom. In fact, if you’re focusing on helping your students feel safe, connected, and capable, you’re doing exactly what they need.
It’s okay to build slowly. Some students take weeks—or even months—to respond to a new routine. Some will resist. Some will surprise you. But every child is capable of growth when they’re supported, seen, and loved.
Remember the Basics
If you’re teaching students with high support needs, remember:
- Start with regulation
- Focus on connection
- Teach through interaction
- Celebrate progress, not perfection
And above all, believe in the potential that’s there—whether it takes days or years to show up. Because every student deserves the chance to shine, no matter how small the steps may be.
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