When teachers explain to students the importance of positive self-talk and share personal examples of how positive self-talk leads to positive outcomes, learners can begin to think of their minds as something that can grow and change with effort, supporting Learner Mindset and reducing the impact of Stereotype Threat.
Hands-on experiences, such as puzzles, shapes, and objects, and audio supports, such as math talk recordings, support the development of Spatial Skills and number sense not just for learners with visual needs, but for all learners.
Zhang, J., & Pelttari, C. (2014). Exploring the emotions and needs of English language learners: Facilitating pre-service and in-service teachers' recognition of the tasks facing language learners. Journal of Multilingual and Multicultural Development, 35(2), 179-194.
Importantly, creating opportunities for learners to share feedback directly with the product provides space for design teams to catch their own blind spots and commit to continuously improving to create an edtech solution where learners of color are centered in design and meaningful tools are available to support complex and difficult conversations.
Encouraging all learners to ask questions and seek help when needed creates a safe space for risk-taking, peer learning, and skill development.
Gupta, A. (2019). Principles and practices of teaching English Language Learners. International Education Studies, 12(7), 49-57.
Visual difficulties is not a homogenous category, and including multiple solutions for learners with different combinations of needs is important, and can also benefit all learners.
Zhang, J., & Pelttari, C. (2014). Exploring the emotions and needs of English language learners: Facilitating pre-service and in-service teachers' recognition of the tasks facing language learners. Journal of Multilingual and Multicultural Development, 35(2), 179-194.
Lee, E. N., & Orgill, M. (2021). Toward equitable assessment of English language learners in general chemistry: Identifying supportive features in assessment items. Journal of Chemical Education, 99(1), 35-48.
Importantly, creating opportunities for learners to share feedback directly with the product provides space for design teams to catch their own blind spots and commit to continuously improving to create an edtech solution where learners of color are centered in design and meaningful tools are available to support complex and difficult conversations.
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