Teaching How to Learn: Moving Beyond Token Inclusion and Surface Support

 There’s a growing and troubling trend in special education-an overemphasis on academic performance, quick accommodations, and symbolic inclusion. While the intentions are good, the outcomes often are not. Too often, schools push students-especially neurodiverse learners-into environments or academic demands before they’ve been given the time and explicit instruction needed to build the skills that make learning possible.

For many neurotypical children, the early years of schooling naturally emphasize social interaction, play, self-regulation, and flexibility. We teach them, step by step, to share, wait, recover from frustration, and stay engaged with curiosity. But for students with autism, ADHD, or developmental differences, this same process is often skipped altogether or students are given the exact same instruction which does not align with their learning needs. The system expects them to meet academic standards first and attempts to close any gap with a list of accommodations that may look impressive on paper but rarely target the real need-skill development.

Accommodations can be valuable when used correctly. A visual schedule, noise-cancelling headphones, or shortened assignments can reduce barriers-but these are not replacements for explicitly teaching adaptive interpersonal and learning-to-learn skills. If the underlying skills aren’t built, accommodations serve as endless patches rather than pathways to independence.

At the same time, our conversations about inclusion have become dangerously superficial. We celebrate placing students in general education classes, calling it “inclusive practice,” even when that placement offers no genuine access to connection, participation, or progress. Simply being seated in the same environment as peers without disabilities is not inclusion-it’s geography.

True inclusion is functional and meaningful belonging. It’s about being part of shared experiences, learning alongside others, and contributing meaningfully to the group. Anything less-especially when students haven’t been provided the necessary foundation to participate-isn’t inclusion at all. It’s ableism disguised as progress.

The belief that a neurodiverse student benefits simply from the presence of peers without disabilities, as if inclusion is something to “bathe in,” is deeply ableist. It assumes that proximity equals growth and that neurotypical people are superior by default. Equally ableist, though seldom discussed, is the reverse belief-that students learn less or somehow “regress” when placed with peers who also have IEPs. Shared spaces where students connect over common interests, communicate authentically, and learn collaboratively are not inferior environments-they are powerful contexts for growth, empathy, and skill-building. Either can be good or bad depending on the individual, context, experience, and benefit.

When we provide all students with time and intentional instruction in self-regulation, communication, perseverance, and engagement-the “how” of learning-they are better equipped to benefit meaningfully from any setting. The focus then shifts from mere placement to genuine participation.

Denying that opportunity-by rushing through or completely overlooking essential behavioral and learning readiness skills-isn’t just a missed educational step. It’s discriminatory.

It communicates that the system values proximity to neurotypical peers more than authentic, individualized learning. It privileges image over efficacy, and it deprives neurodiverse students of what they deserve most: instruction that honors their developmental pathway and equips them for success, not stress. This does not imply that teaching must take place in an environment outside of the general education setting-what it actually says it teaching the skills is critical and it must occur-despite the environment. 

We must remember that time spent learning how to learn is not time lost-it’s time invested. These skills make all future learning easier, more meaningful, and far less frustrating. Skipping this stage may help a child “keep up” on paper, but in reality, it limits progress. The surest way to reach genuine inclusion-and lasting educational success-is to slow down enough to build up.

Teaching behavioral and learning-to-learn skills first is not about holding students back. It’s about giving them the freedom to move forward-confidently, competently, and completely included.

At Practical Solutions for Behavior and Instruction, LLC, this belief guides everything we do. We partner with schools, educators, and families to ensure that every learner-neurodiverse or neurotypical-has access to the foundational skills that make learning meaningful and lifelong. When we teach students how to learn, we open doors not only to academics but to independence, connection, and joy.

                                                       Learn more at www.pracsol4u.com

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More Than a Box to Fill: Using Student Strengths and Interests to Drive the IEP

The most important part of the IEP is often the one we rush through: the section on student strengths, preferences, and interests. That “little box” should be the engine that drives every goal, accommodation, and intervention-not a paragraph we fill in once a year and never look at again.

The Box We Fill In and Forget 

If you’ve sat in enough IEP meetings, you’ve seen this play out. Someone asks, “What are their strengths and interests?” A parent or teacher offers a few ideas, we type a short paragraph, everyone nods-and then the team moves straight into deficits, data, and services. The rest of the IEP is written as if that strengths section never existed. We don’t revisit it when we draft goals, choose interventions, plan reinforcement, or talk about behavior. Then, a year later, we ask the same questions, fill in the same box, and repeat the cycle.

When we treat strengths, preferences, and interests as a formality instead of a foundation, we miss the very information that could make the IEP more engaging, effective, and meaningful for the student.

What That Section Is Actually For

The strengths and interests section is not there to make everyone feel good before we “get real” about needs. It is there to answer three critical questions:

• Who is this student at their best?

• How do they learn, communicate, and connect most effectively?

• What truly matters to them right now and in the future?

Those answers should shape how we address every identified need. Strengths are not the opposite of needs; they are the tools we use to tackle those needs in a way that preserves dignity, builds confidence, and increases buy-in. Preferences and interests tell us where motivation and natural reinforcement already live. Ignoring that information makes our job harder and the student’s experience less meaningful.

What This Section Is Not

It’s equally important to say what this section is not about. Centering student strengths, preferences, and interests does not mean lowering expectations, making everything easy, or turning school into nonstop entertainment. It does not mean eliminating demands, replacing robust instruction with “fun” activities, or filling every gap with prizes and things just to keep students quiet. When we do that, we may keep the peace for a moment, but we rob students of the chance to learn skills that truly matter.

Instead, using this section well means designing authentic and meaningful opportunities to learn socially significant skills- learning how to learn skills, behavioral skills, reading, written expression, communication, problem-solving, self-advocacy, regulation, and real-world independence. High expectations and rigorous learning can absolutely coexist with honoring who a student is; in fact, we are most likely to reach those high expectations when we teach in ways that connect to their real interests and ways of learning. We still teach hard, important skills-we simply do it in ways that respect the learner instead of working against them.

How Strengths, Preferences, and Interests Should Drive the IEP

Imagine writing an IEP in this order: you start with strengths, preferences, and interests-and you never stop referring back to them.

• Present levels
  Present levels describe what the student can do and how they do it before they describe what is hard. We connect each area of need to at least one existing strength or interest. For example, Jordan’s strong visual memory and love of drawing will be used to support reading comprehension and written expression.

• Goals
  Instead of asking, “What skills are missing?” we ask, “Given who this student is, how can we help them grow next?” Goals can:

  • Leverage strengths (e.g., using a student’s love of building to work on following multi-step directions).

  • Build on genuine interests (e.g., reading goals centered around topics the student chooses).

  • Explicitly support self-advocacy and decision-making
    Using strengths and interests is not about making work easier; it’s about making important learning more accessible, sustainable, and meaningful.

• Instruction and intervention
  Instructional strategies should reflect the learning profile we already described. If a student learns best with visuals and movement, those aren’t add-ons-they’re the default. If a student prefers familiar adults or small groups, we build that into how new skills are taught before we expect success in large, noisy settings. We still expect students to meet goals; we’re simply choosing pathways that make success more likely.

• Reinforcement
  Reinforcement systems should be grounded in real interests and autonomy, sometimes coupled with clip charts or token boards vs generic systems that have nothing to do with what motivates the student. When we know what a student actually cares about-topics, activities, social connections-we can design reinforcement that feels respectful and relevant, not controlling. The goal is not to “buy” compliance, but to support engagement in learning that matters.

• Behavior support and regulation
  When a student’s strengths and preferences are honored, behavior can be addressed systematically and with relevance because the environment finally fits the learner. We can use their strengths (e.g., problem-solving, humor, creativity, movement) as part of regulation and coping plans instead of relying solely on external rewards or consequences. We are still teaching boundaries, replacement behaviors, and safety-just in ways that align with how the student experiences the world.

• Transition and long-term planning
  For older students, strengths, preferences, and interests are the backbone of transition planning. College, work, and community goals should reflect who the student is-not just what services exist. That section gives us the raw material for real conversations about “What do you want your life to look like?” and “What are we building toward together?”

Bringing the Section to Life All Year Long

If we want this part of the IEP to matter, we have to treat it as a living document, not a yearly snapshot.

Teams can:

• Check in regularly with students and families about what’s working, what’s changed, and what they’re currently interested in.

• Keep a simple “strengths and interests log” that teachers and related service providers can update across the year.

• Use student voice tools (including visuals, sentence starters, AAC, or simple surveys) so even students with complex communication needs can share what they like, dislike, and want more of.

• Start every IEP review or progress meeting with, “Where have we seen this student shine lately?” and, “How can we use that more?”

This doesn’t require more paperwork-it requires a shift in mindset. Instead of seeing the strengths section as a box to complete, we see it as the lens through which we read-and revise-every other part of the plan.  Then the IEP should and can be implemented to truly support the students in front of us.

A Call to Recenter the IEP on the Student

When we rush through strengths, preferences, and interests, we end up with IEPs that are technically compliant but emotionally empty. They describe a list of problems to fix, rather than a person we’re committed to knowing and supporting. 

When we slow down and let the Student's Strengths, Preferences, and Interests section truly lead, the IEP starts to sound-and feel-different. Goals become more relevant. Instruction becomes more engaging. Behavior support becomes more humane. Most importantly, the student is no longer a passive subject of a document; they are the author of their own story, with a team around them that is actually listening.

If your school or district is ready to move beyond “filling in the box” and toward IEPs that genuinely honor who students are while still teaching rigorous, socially significant skills, Practical Solutions for Behavior and Instruction LLC can partner with you. Through training, coaching, and collaborative problem-solving, we help teams design strengths-based, student-centered IEPs that drive meaningful change in classrooms-not just on paper.

www.pracsol4u.com

Understanding Progressive ABA Training: A Path to Individualized Learning

What is Progressive ABA Training?

Progressive Applied Behavior Analysis (ABA) training focuses on creating individualized programs tailored to meet the unique needs of each student, class, or educational program. The core of this approach is flexibility, adaptability, and a commitment to fostering an environment where learners can thrive.

My Goals for Professional Development                                

As I strive to enhance my professional development in progressive ABA training, my objectives include:

• Tailored Professional Development: Professional development is customized to meet the specific needs of school districts. Offerings can range from a few hours of virtual training to more intensive five-day workshops that involve direct, hands-on work with staff and students. Follow-up consultations and coaching within the classroom are also available to ensure continued support.

• Individualized Programs: Design and implement programs that cater specifically to the needs of each student or class, ensuring that every learner receives the support they require.

• Collaborative Classroom Environments: Work closely with staff to develop effective classroom settings. This includes optimizing physical arrangements, schedules, and curriculum targets to create a conducive learning atmosphere.

• Natural Learning Environments: Collaborate with educators to design and deliver instruction in natural settings, making learning more relevant and engaging for students.

• In-the-Moment Decision Making: Train staff to develop skills that promote flexible, learner-driven decision-making. This approach moves away from overly rigid protocols and fosters a dynamic learning experience.

• Foundations of Learning: Help staff understand and address the foundational skills required for learning how to learn. This essential knowledge empowers educators to support their students effectively.

• Prompting Strategies: Educate staff on how and when to use prompts, identify the most effective prompting methods, and fade prompts quickly to encourage learner independence.

• Promoting Independence: Emphasize training that leads to learner independence, maximizing skills and capabilities to foster a positive and productive life.

• Interdisciplinary Approach: Professional development is designed not only for teachers but also for service providers and school psychologists. Many professionals benefit tremendously when these strategies are applied in assessment settings, allowing for more accurate results that drive the IEP process, making it a more effective tool.

Building Capacity and Equity

My vision extends beyond individual programs; I aim to build capacity within educational settings to ensure sustainability, equity, and dignity for all learners. By focusing on meaningful skills, I strive to help individuals lead happy, productive lives.

Conclusion

Progressive ABA training is not just a method; it’s a philosophy that champions individualized learning and collaborative support. Through my commitment to professional development, I hope to create impactful changes that resonate in the lives of both students and educators.