IEP 101 — Strategy For Self Regulation And Self Advocacy
One strategy that, in tandem with others, helps ease student stresses and burdens.
Many students in my Learning Strategies (GLE) course have “self regulation” and “self advocacy” listed as needs in their IEP. This means they may (1) experience challenges in managing their emotions, thoughts, and/or behaviours, and (2) struggle with asking for help or standing up for their needs. Just like other areas of needs (e.g. literacy, verbal reasoning), these 2 are skills we can help students develop. In a course like GLE, the flexibility in curriculum afforded me a generous chunk of time to help students identify and advocate for themselves.
In this post, I will discuss one tool that I use with students.
Providing a 5-point scale
The scale you see above is a strategy based on Kari Dunn Buron’s extensive work on “The Incredible 5-Point Scale”. Buron encourages educators to co-create scales of 1–5 with students, such that they cultivate an awareness of emotions, thoughts, and behaviours with the goal of keeping students within a manageable window of tolerance. In practice, think of it as helping students stay away from a level 5 on the scale, and finding strategies to either deescalate or maintain their current state. Whilst the scale was initially developed for students with Autism Spectrum Disorder, I find it more equitable and inclusive to implement the strategy for all students rather than singling out students with ASD.
Using a consistent scale and regularly checking in may help provide structure in the class. When taken collectively, students’ responses also provide valuable insights in planning and adjusting course materials. If many students are expressing that they are at a level 4 or 5 on the scale, it is a good indication to slow down and revisit materials. This may also prompt further discussions into how I may better support their evolving needs. If on the contrary, many students express they are on level 1, it may lead to further conversations about whether materials are adequately challenging for students. For my scale, I see my pedagogies as successful if most students are on a level 2. It is, however, important to keep in mind that typically, there would be a mix of responses. How the 5-point scale may look in your class may differ.
The 5-point scale is a good way of providing students with opportunities to reflect and become more aware of how they are progressing. I also find it helpful to track and gauge student understanding this way. Whilst the scale works in isolation, it also works with further conversations. Here is an example. I planned a mind-mapping activity for my students on exploring career interests. When I checked in with them, many expressed they were on a level 5 on the scale. Their responses cued me to probe into why the task was overwhelming for them. This simple check in led to a conversation and the realization that I assumed students had created mind maps before, though they had no prior exposure.
Co-creating a scale
After students become somewhat familiar and comfortable with the 5-point scale you provided, you may choose to co-create scales with them. An example is shown above. You may provide a template for students to fill out, prompting personal reflection on their part in terms of tangible signs to watch for and what actions or thoughts they can change to help deescalate. Students were also given an assignment to send emails to their subject teachers and guidance counsellors identifying how they wish to be supported. This way, students know how to reach out when they go beyond a level 3.
The 5-point scale is one simple strategy that, in tandem with others, helps ease student stresses and burdens. You may introduce other strategies in conjunction with the scale. For example, you may provide a blurb:
It may be helpful to catch yourself at levels 3 or 4, and find strategies to manage your emotions. In the second package, there are some common grounding techniques that helps bring us back into a baseline, or more manageable state. This may include the 5–4–3–2–1 technique or using self affirmations.
All this said, asking for help and referring students to appropriate resources can be vital in establishing healthy teacher student boundaries and supporting students. Hence, I arranged classroom visits from the Child and Youth Worker, so that students know they are able to reach out if and when they feel overwhelmed or in need of support. As teachers, we can and should draw on additional resources like the CYW, guidance department, or tutoring and mentoring programs to better support students.
Thank you for reading through.
If you have any questions or feedback, please get in touch! I would love to hear and learn from you.
