Say It. Show It. Start It.

“I already told them what to do. Why aren't they doing it?”

We've all had that moment. You give a direction. You repeat it. You repeat it again. And somehow, students are still not doing what you asked.

Before giving the direction one more time, try changing how you're giving it. For students with disabilities, a direction that seems simple may actually be difficult to process, remember, or turn into action. A student may understand the words but still not know what to do first.

Instead of assuming a student is refusing or not paying attention, give them a clearer way in with these three steps: 

1. Say It

Keep your direction short and specific. Instead of: “Okay everyone, I need you to get your supplies, find your seats, get your paper out, and start working on your drawings.” Try:

“Get your paper.”

Once students have done that, give the next direction.

Breaking a multi-step direction into smaller pieces can make it easier for students to understand what is expected and focus on one step at a time.

2. Show It

Whenever possible, show students what you mean. Point to the paper. Hold up the instrument. Demonstrate the first movement. Show students where to stand. Put the steps somewhere they can see them. Our classrooms are full of opportunities to demonstrate instead of explain. A student may understand what you're asking much more quickly when they can see it.

3. Start It

Sometimes the hardest part is simply getting started. A student may be staring at a blank page, standing outside the group, or holding an instrument without beginning. Help them take the first step. 

• “Let's do the first one together.”
• “Pick a blue or red marker.”
• “I'll do the first movement with you.”

The goal isn't to do the work for the student. It's to make the first step easier. Once they're started, give them the space to take it from there.

What This Can Look Like

A student isn't starting the activity

Instead of: “I've already explained this. You need to get started.”

Try: “Pick a pencil or marker.” Then: “Let's draw the first line together.”

A student isn't joining the movement activity

Instead of: “Everyone needs to get up and participate.”

Try: “You can move here or here.” Then model one simple movement.

A student is struggling with a transition

Instead of giving a long explanation, try: “Props in the bin.” Point to the bin. Then: “Now, back to your spot.” One step at a time.

The whole class is getting noisy

Instead of repeating the expectation louder, stop and show students what happens next. Point to where they should go. Demonstrate what “ready” looks like. Then restart. Sometimes students need a clearer picture of what to do, not a louder reminder of what they're doing wrong.

Give Students a Way In

For students with disabilities, participation won't always look the same. A student might:

• Choose between two materials.
• Point to the next step.
• Watch a demonstration before joining.
• Participate from a different spot in the room.
• Make one movement instead of a whole sequence.
• Use AAC, gestures, or another communication system.
• Work alongside a peer.
• Take a short break and return when they're ready.

The goal isn't for every student to respond in exactly the same way. The goal is to make participation possible.

Choose one part of your class that regularly gets stuck. Maybe it's getting started, transitioning, joining the group, getting instruments, cleaning up, or returning to seats. Ask yourself:

Can I say it more simply?

Can I show it instead of explain it?

Can I help the student take the first step?

You don't need a brand-new behavior management system. Sometimes a small change in how we give a direction can make the next step much easier to understand. And when students know what to do, we get more time to do what we came to do: create, move, play, and make art together.

Looking for more practical strategies to support your students with disabilities? Check out our Teaching Strategies for Students with Disabilities course. It’s designed to help you feel more confident adapting your teaching, supporting communication, and making participation possible for all of your students.