Supporting All Learners Script

Introduction & Warm-Up (2 minutes)

(Display Supporting All Learners Slides - Slide 1: Supporting All Learners)

"Hello, everyone! Today, we're going to talk about something really important: how we can all be super supporters and make our classroom an amazing place for everyone to learn and feel good. How many of you like to help your friends? What does it mean to help or support someone?"

(Allow a few students to share their ideas.)

Understanding Disabilities & Support (3 minutes)

(Display Supporting All Learners Slides - Slide 2: We All Learn & Move Differently!)

"That's right! Helping someone means making things a little easier for them, showing kindness, or cheering them on. Just like we all have different favorite colors or different talents, we also all have different ways our brains work and our bodies move. Some of us learn best by looking at pictures, some by listening, and some by doing things with our hands.

Sometimes, a classmate might need a little extra help or different tools because their brain works in a unique way, or their body moves differently. These are often called learning disabilities or physical disabilities. It just means they learn or do things in a special way, and that's totally okay! Our job as friends is to understand and help them shine."

Social Scenario Activity (16 minutes)

(Display Supporting All Learners Slides - Slide 3: Classroom Scenarios)

"Now, we're going to look at some real-life classroom situations. I have some Social Scenario Cards for us. For each one, we'll talk about what's happening and brainstorm ways we can be fantastic supporters."

(Distribute Social Scenario Cards. Read or have a student read the first scenario.)

(Display Supporting All Learners Slides - Slide 4: Scenario 1: Focusing Fun)

"Scenario 1: Leo often gets distracted during quiet work time. He might tap his pencil, look around the room, or get up from his seat. Sometimes, he misses important instructions.

What do you notice about Leo? How might Leo be feeling? And most importantly, what can we do to help Leo focus and feel supported?"

(Guide discussion, referring to Social Scenario Answer Key. Possible prompts: 'Should we tell him to stop?', 'What if he doesn't realize he's doing it?', 'What if the teacher has already helped him? What can friends do?')

(Read or have a student read the next scenario.)

(Display Supporting All Learners Slides - Slide 5: Scenario 2: Reading Out Loud)

"Scenario 2: During reading circle, Maria gets very nervous when it's her turn to read aloud. She might stumble over words, read very slowly, or skip lines, even though she understands the story when she reads it quietly.

What's happening with Maria? How do you think she feels when it's her turn? What are some kind and helpful things we could do for Maria?"

(Guide discussion. Possible prompts: 'Has anyone ever felt nervous reading?', 'How can we show patience?', 'What if the teacher already knows about this?')

(Read or have a student read the next scenario.)

(Display Supporting All Learners Slides - Slide 6: Scenario 3: Getting Around)

"Scenario 3: Sam uses a wheelchair to get around. Sometimes, when the classroom is crowded, it's hard for him to move easily to his desk or to join a group activity at another table.

What challenge is Sam facing? How might this make him feel? How can we make sure Sam can move freely and join in all activities?"

(Guide discussion. Possible prompts: 'Why is it important for Sam to move easily?', 'What does it mean to be aware of your surroundings?', 'What if we see him struggling?')

(Read or have a student read the final scenario.)

(Display Supporting All Learners Slides - Slide 7: Scenario 4: Writing Worries)

"Scenario 4: Chloe loves art, but sometimes struggles with writing. Holding her pencil for a long time makes her hand tired, and her handwriting can be hard to read. She often takes longer to finish writing tasks.

What is hard for Chloe? How might this affect her in class? What are some ways we can support Chloe when she's doing writing activities?"

(Guide discussion. Possible prompts: 'Why might her hand get tired?', 'What does patience look like here?', 'What if she needs more time than others?')

(Read or have a student read the next scenario.)

(Display Supporting All Learners Slides - Slide 8: Scenario 5: Loud Noises and Focus)

"Scenario 5: David gets very overwhelmed by loud noises in the classroom, like chairs scraping or many people talking at once. When it's noisy, he finds it almost impossible to concentrate on his work or what the teacher is saying.

What challenges might David be facing? How might he be feeling? What can we do to help David feel more comfortable and focused when it's noisy?"

(Guide discussion, referring to Social Scenario Answer Key. Possible prompts: 'Why might some noises be extra hard for some people?', 'What does it mean to be a quiet helper?', 'How can we create a calm space without talking?')

(Read or have a student read the next scenario.)

(Display Supporting All Learners Slides - Slide 9: Scenario 6: Understanding Instructions)

"Scenario 6: Sophia sometimes has trouble understanding long or multi-step instructions, especially when they are only spoken aloud. She might look confused, start a task incorrectly, or ask for the instructions to be repeated several times.

What challenges might Sophia be facing? How might she be feeling? What can we do to help Sophia understand and follow instructions better?"

(Guide discussion. Possible prompts: 'Does anyone else sometimes need instructions repeated?', 'How can we help without doing the work for her?', 'What if the instructions are really long?')

(Read or have a student read the next scenario.)

(Display Supporting All Learners Slides - Slide 10: Scenario 7: Difficulty with Fine Motor Skills)

"Scenario 7: During craft time, Alex struggles with cutting intricate shapes with scissors or picking up small beads. His hands might shake a little, and he often gets frustrated because his creations don't look exactly how he imagined.

What challenges might Alex be facing? How might he be feeling? What can we do to help Alex during craft activities?"

(Guide discussion. Possible prompts: 'How can we show patience?', 'What does it mean to celebrate effort?', 'Are there different ways to do the same craft?', 'Should we just do it for him?')

(Read or have a student read the final scenario.)

(Display Supporting All Learners Slides - Slide 11: Scenario 8: Feeling Overwhelmed in Crowds)

"Scenario 8: When the class lines up for lunch or goes to the library, Emily gets very anxious in large, close crowds. She might try to hang back, seem withdrawn, or get upset when bumped by others.

What challenges might Emily be facing? How might she be feeling? What can we do to help Emily feel more comfortable when moving in groups or in crowded spaces?"

(Guide discussion. Possible prompts: 'Why is personal space important?', 'How can we be mindful of others in line?', 'What if she prefers to be at the front or back of the line?')

Wrap-Up & Cool Down (2 minutes)

(Display Supporting All Learners Slides - Slide 12: Be a Super Supporter!)

"Wow, you all had some really thoughtful ideas! Remember, everyone in our classroom is a valuable member, and we all have a part to play in making sure everyone feels included and supported. Small acts of kindness and understanding make a HUGE difference!

I'm going to give you an Empathy Check Cool Down to complete. Take a moment to think about what we discussed today and write down one thing you can do to be a super supporter this week. Great job today, future super supporters!"

Social Scenario Cards

Cut along the dotted lines to create individual cards.

Scenario 1: Focusing Fun

Leo often gets distracted during quiet work time. He might tap his pencil, look around the room, or get up from his seat. Sometimes, he misses important instructions. He doesn't mean to, but his brain sometimes has trouble staying focused.

Discussion Questions:

• What challenges might Leo be facing?
• How might Leo be feeling?
• What can you do to help Leo feel supported and focused?

Scenario 2: Reading Out Loud

During reading circle, Maria gets very nervous when it's her turn to read aloud. She might stumble over words, read very slowly, or skip lines, even though she understands the story when she reads it quietly. She gets a knot in her stomach and her heart beats fast.

Discussion Questions:

• What challenges might Maria be facing?
• How might Maria be feeling?
• What can you do to help Maria feel more comfortable and supported during reading?

Scenario 3: Getting Around

Sam uses a wheelchair to get around. Sometimes, when the classroom is crowded with backpacks and chairs, it's hard for him to move easily to his desk or to join a group activity at another table. He might feel left out or frustrated.

Discussion Questions:

• What challenges might Sam be facing?
• How might Sam be feeling?
• What can you do to help Sam move around more easily and feel included?

Scenario 4: Writing Worries

Chloe loves art, but sometimes struggles with writing. Holding her pencil for a long time makes her hand tired, and her handwriting can be hard to read. She often takes longer to finish writing tasks than other students and might get frustrated with herself.

Discussion Questions:

• What challenges might Chloe be facing?
• How might Chloe be feeling?
• What can you do to help Chloe with her writing tasks and make her feel supported?

Scenario 5: Loud Noises and Focus

David gets very overwhelmed by loud noises in the classroom, like chairs scraping or many people talking at once. When it's noisy, he finds it almost impossible to concentrate on his work or what the teacher is saying. He might cover his ears or look anxious.

Discussion Questions:

• What challenges might David be facing?
• How might David be feeling?
• What can you do to help David feel more comfortable and focused when it's noisy?

Scenario 6: Understanding Instructions

Sophia sometimes has trouble understanding long or multi-step instructions, especially when they are only spoken aloud. She might look confused, start a task incorrectly, or ask for the instructions to be repeated several times. She really wants to do things right.

Discussion Questions:

• What challenges might Sophia be facing?
• How might Sophia be feeling?
• What can you do to help Sophia understand and follow instructions better?

Scenario 7: Difficulty with Fine Motor Skills

During craft time, Alex struggles with cutting intricate shapes with scissors or picking up small beads. His hands might shake a little, and he often gets frustrated because his creations don't look exactly how he imagined, even though he tries very hard.

Discussion Questions:

• What challenges might Alex be facing?
• How might Alex be feeling?
• What can you do to help Alex during craft activities?

Scenario 8: Feeling Overwhelmed in Crowds

When the class lines up for lunch or goes to the library, Emily gets very anxious in large, close crowds. She might try to hang back, seem withdrawn, or get upset when bumped by others. She doesn't like to be in the middle of a big group of people.

Social Scenario Answer Key

This answer key provides guidance for the teacher to facilitate discussions around the Social Scenario Cards. Student responses may vary, and the goal is to encourage empathy and practical solutions.

Scenario 1: Focusing Fun (Leo)

Challenges Leo might be facing: Difficulty with attention, easily distracted, trouble staying in his seat, missing instructions.

How Leo might be feeling: Frustrated, confused, anxious about missing information, like he's different or unable to keep up.

Possible Ways to Help/Support (Teacher Guidance):

• Be understanding: Recognize that he isn't trying to be disruptive.
• Gentle reminders (if appropriate): A quiet, non-verbal cue (like a gentle tap on his desk from a friend if they have that established) to bring him back to task, without drawing attention to him.
• Offer to repeat instructions (quietly): If you hear the teacher give instructions and notice Leo looking lost, you could quietly ask him later, "Do you want me to quickly tell you what Mrs. Smith said?"
• Help him stay organized: If you share a table, help keep the shared space tidy to minimize distractions.
• Be a good role model: Show him how you stay focused during quiet work.
• Don't tattle: Avoid loudly pointing out his behavior to the teacher or other students. The teacher is likely aware and has strategies.

Scenario 2: Reading Out Loud (Maria)

Challenges Maria might be facing: Reading fluency difficulties, anxiety about public speaking, dyslexia (making decoding difficult).

How Maria might be feeling: Nervous, embarrassed, scared to make mistakes, worried about being judged.

Possible Ways to Help/Support (Teacher Guidance):

• Be patient: Don't rush her or sigh if she takes a long time.
• Offer encouragement (quietly): A small smile or nod of support.
• Don't correct her: The teacher will handle corrections if needed. Your job is to be a supportive audience.
• Compliment her effort: After class, you could say, "Maria, I liked how you read that part about the dog!"
• Be a good listener: Show you are paying attention and not distracted.
• Suggest paired reading (if allowed): If the teacher offers options, suggest reading together quietly.

Scenario 3: Getting Around (Sam)

Challenges Sam might be facing: Mobility limitations, difficulty navigating crowded spaces, needing clear paths.

How Sam might be feeling: Frustrated, left out, independent but needing space, tired from maneuvering.

Possible Ways to Help/Support (Teacher Guidance):

• Keep paths clear: Make sure your backpack, chair, and legs are not blocking aisles or walkways.
• Offer to hold a door: If you see him approaching a door, you could offer to hold it open.
• Help clear a space: If moving to a group table, quickly help clear a space so he can roll in easily.
• Ask before you help: Don't just push his wheelchair. Ask, "Do you need a hand with anything?" or "Can I help clear a path?"
• Be mindful of his space: Don't lean on his wheelchair or use it as a place to put your belongings.
• Include him in games/activities: Make sure activities are set up so he can participate fully.

Scenario 4: Writing Worries (Chloe)

Challenges Chloe might be facing: Fine motor skill difficulties, dysgraphia (making writing difficult), fatigue from writing, perfectionism leading to slow work.

How Chloe might be feeling: Frustrated, discouraged, embarrassed by her handwriting, stressed about finishing on time.

Possible Ways to Help/Support (Teacher Guidance):

• Offer to buddy write (if allowed): For creative stories, you could brainstorm ideas together, or she could dictate ideas to you.
• Be patient if waiting for her: Don't rush her or complain if she takes longer.
• Offer to help with materials: Hand her a pencil or paper if she needs it.
• Focus on ideas, not just neatness: Compliment her on her ideas and effort, not just how neat her handwriting is.
• Don't compare: Avoid saying things like, "I finished already!" or "Why is your writing so messy?"
• Suggest breaks (if allowed): If she seems really tired, and it's appropriate, you could suggest she takes a quick stretch or break.

Scenario 5: Loud Noises and Focus (David)

Challenges David might be facing: Sensory sensitivity to noise, difficulty filtering out distractions, anxiety in noisy environments.

How David might be feeling: Overwhelmed, anxious, frustrated, unable to concentrate, stressed.

Possible Ways to Help/Support (Teacher Guidance):

• Be mindful of noise levels: Try to keep your own voice down during quiet work, and avoid unnecessary loud movements.
• Offer quiet signals: If you see him struggling, you could offer a quiet, pre-arranged signal to the teacher if that's an option, or simply try to work more quietly yourself.
• Respect his space: Understand if he needs a bit more personal space to focus.
• Don't add to the noise: Avoid tapping, humming, or making other small noises that could distract him.

Scenario 6: Understanding Instructions (Sophia)

Challenges Sophia might be facing: Auditory processing difficulties, working memory challenges, needing visual aids for instructions.

How Sophia might be feeling: Confused, frustrated, worried about making mistakes, feeling left behind.

Possible Ways to Help/Support (Teacher Guidance):

• Offer to show (if appropriate): If the teacher has written instructions on the board, you could quietly point to them.
• Break down instructions (if allowed by teacher): If you're working in a group, you could quietly repeat one step at a time if she seems lost.
• Use visual cues: If you're explaining something, use gestures or point to objects to help her understand.
• Be patient if she asks for repeats: Don't get annoyed if she asks for instructions again.
• Check for understanding (gently): You could quietly ask, "Do you want to check if we both heard the instructions the same way?"

Scenario 7: Difficulty with Fine Motor Skills (Alex)

Challenges Alex might be facing: Fine motor skill delays, hand-eye coordination issues, muscle weakness or fatigue in hands.

How Alex might be feeling: Frustrated, discouraged, embarrassed, like his work isn't good enough.

Possible Ways to Help/Support (Teacher Guidance):

• Offer to help with tricky parts (if appropriate and allowed): You could offer to hold the paper steady while he cuts, or help sort small items.
• Focus on effort and creativity: Compliment his ideas and the effort he puts in, rather than just the neatness or precision.
• Share materials: Offer him tools that might be easier to use if you have access to them (e.g., larger scissors).
• Don't rush him: Allow him to work at his own pace without making him feel slow.
• Suggest alternatives (if allowed): For very small beads, perhaps suggest using larger ones or a different material if the teacher approves.

Scenario 8: Feeling Overwhelmed in Crowds (Emily)

Challenges Emily might be facing: Sensory overload in crowded spaces, anxiety, personal space needs.

How Emily might be feeling: Anxious, stressed, scared, overwhelmed, wanting to escape.

Possible Ways to Help/Support (Teacher Guidance):

• Give her space: When lining up, try to leave a little extra room around her.
• Walk calmly: Avoid rushing or pushing when moving in groups.
• Offer to walk with her (if she's comfortable): You could quietly ask if she wants to walk next to you at the edge of the line.
• Be aware of your body: Avoid bumping into her or letting your backpack swing into her.
• Report to teacher (if serious): If she seems genuinely distressed or is being bothered, discreetly let the teacher know.

Empathy Check Cool Down

Name: ____________________________

Date: ____________________________

1. Today, we talked about how to support our classmates. What is one new idea you learned about being a good friend and helper?
   
   
   
   
   
   

2. Think about one thing you can do this week to show support to a classmate, whether they have a learning difference, a physical disability, or just need a little extra kindness. Write it down!