NM Discovery Session�

Instructional Supports for Special Populations in Career Connected Learning (CCL)

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Tuesday, March 18, 2025

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All materials supporting the Disability Innovation Fund (DIF) were developed under grant number H421E230016 - STATE OF NEW MEXICO PUBLIC EDUCATION DEPARTMENT from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. §§ 1221e-3 and 3474).

Shelly Robinson, NM Customer Success Project Lead

• Experienced NM Math Educator with 29 years in teaching and instructional support
• Committed to supporting New Mexico educators and students with personalized, in-person, or virtual visits to schools across the state

Session Objective

Equip educators with strategies to support special populations in career-connected learning environments by participating in discussion and analyzing a case study.

Agenda

• Welcome & Introductions
• Define Special Populations
• Instructional Supports for Special Populations
• Case Study Analysis
• Resources
• Q&A, Wrap-Up

Special Populations Definition

According to the United States Department of Education Office of Elementary and Secondary Education, “Special populations refers to students that must overcome barriers that may require special consideration and attention to ensure equal opportunity for success and in an educational setting. These students must be supported to ensure equal access to educational resources and opportunities.”

https://www.ed.gov/teaching-and-administration/supporting-students/special-populations/supporting-special-populations-2

In the chat…

Type one or more example(s) of a special population of students.

Special Populations Definition

Examples include…

• Students with disabilities
• Students on a 504 Plan
• English learners
• LGBTQ+ learners
• Migrant and undocumented learners
• Out-of-workforce individuals
• Students preparing for non-traditional fields
• Students who are economically disadvantaged
• Single parents, including single pregnant women
• Individuals experiencing homelessness
• You who are in, or have aged out of, the foster care system
• Youth with a parent who is a member of the armed forces and is on active duty
• Justice-involved learners
• Tribal learners and communities

https://www.ed.gov/teaching-and-administration/supporting-students/special-populations/supporting-special-populations-2

How can we support special populations?

Equitable instructional supports!

Equity vs Equality

https://www.greatheartconsulting.com/

https://www.youtube.com/watch?v=ornsytb0NrI&t=1s

CHECK-IN: What ideas about support and differentiation are/are not resonating with you from the video?

GOAL: get all learners to the highest level of learning and doing by providing differentiated, instructional support and seeing students as humans.

How do we do that in the classroom?

• Culturally responsive teaching
• Inclusive materials and equipment
• Positive behavioral interventions and supports
• Differentiated and personalized teaching techniques
• Accommodations and modifications
• Tutoring
• Mentorship
• Paraprofessionals
• Co-teaching
• Career connected learning and learning relevancy
• Engaging learners’ voices
• Universal Design for Learning (UDL)

Culturally Responsive Teaching

Culturally Responsive Teaching

• Build Relationships and Understand Students’ Backgrounds
• Incorporate Multicultural Content
• Use Culturally Relevant Teaching Materials
• Adopt Inclusive Teaching Practices
• Encourage Critical Thinking and Different Perspectives
• Create a Culturally Inclusive Classroom Environment
• Adapt Assessment Methods
• Engage Families and Communities

Accommodation Examples

• Assistive technology use
• Peer assistant
• Copy of teacher notes
• Small group testing
• Individual testing
• Frequent breaks
• Speech to text
• Extended time
• Oral administration
• Use of a calculator
• Preferential seating
• Physical accommodations and modifications (table height, etc.)

https://www.carevalidate.com/blog/ada-accommodations-process

Culturally Responsive Teaching

• Show resources on P2C website for supporting accommodations and Critical Pedagogy and Career Spotlight

vs.

Universal Design for Learning (UDL)

• Multiple Means of Representation – Teachers present content in various formats, such as videos, infographics, hands-on demonstrations, and interactive digital tools, ensuring students with different learning preferences can access the material.
• Multiple Means of Engagement – Lessons include choices, such as project-based learning, group discussions, independent research, or gamified activities, allowing students to engage in ways that best suit their interests and motivation.
• Multiple Means of Action & Expression – Instead of relying solely on tests or essays, students demonstrate understanding through diverse methods, such as presentations, artwork, podcasts, videos, or written reflections.
• Flexible Classroom Environment – The classroom is arranged with options for seating (e.g., standing desks, quiet zones, collaborative tables) and tools like speech-to-text software or fidgets to support diverse learning needs.
• Scaffolded Support & Feedback – Teachers provide guided notes, graphic organizers, checklists, and frequent formative assessments with timely feedback, ensuring all students receive the support needed to succeed.

https://blog.brainpop.com/universal-design-for-learning-a-quick-guide/

Differentiated Instruction

https://sitesed.cde.state.co.us/mod/book/tool/print/index.php?id=12221

Differentiation: Content

• Provide materials in multiple formats (videos, visuals, audio, simplified text).
• Use real-world examples relevant to students’ backgrounds and career interests.
• Know your students and the type of learners they are and the pace they work.
• Give students choice in the way they learn and process their learning.

Differentiation: Process

• Offer flexible learning pathways (self-paced modules, hands-on projects).
• Use collaborative group work with mixed-ability teams.
• Have students self assess and write personal goals for learning to track own learning.
• Connect prior knowledge and students’ cultures and identities to new learning.

Differentiation: Product

• Allow students to demonstrate understanding in various ways (presentations, portfolios, demonstrations, written reports).
• Provide scaffolds, such as sentence starters for English Learners or graphic organizers for students who need additional support.
• Use online platforms for creativity and unique displays of learning to relate the content to students’ lives and interests.

Differentiation: Learning Environment

• Adjust classroom setup for accessibility (quiet zones, alternative seating).
• Integrate online and in-person career experiences for flexibility.
• Establish a procedure for discussing conflicts and differences.
• Cultivate empathy and restorative practices.
• Use supportive tech tools:
• Text-to-speech software for students with reading challenges.
• Captioning and translation tools for English learners.
• Adaptive software for hands-on technical skills (e.g., virtual welding simulators, CAD design for students with fine motor challenges).

vs.

CHECK-IN: What ideas are/are not resonating with you? What questions do you have? What is new for you?

Case Study: Mr. Reynolds

Link to Case Study: Mr. Reynolds

Resources

• UDL Guidelines
• Optimize relevance, value, and authenticity
• Supporting and Responding to Students
• A Guide for Educators How to Include Students with Disabilities in Career and Technology Education (CTE)
• Culturally Responsive Teaching (edutopia)
• Council for Exceptional Children
• National Center for Learning Disabilities
• Positive Behavioral Interventions & Supports

What are your questions/wonderings?

Next Steps

If you do not have an educator account, set up your teacher account:

• If you have not registered your teacher account, contact Shelly Robinson. Shelly’s email: shelly.robinson@p2c.org or the Get Started form at https://careers2communities.com/get-started/

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If you do have an educator account:

• Contact Shelly for Pathway2Careers professional development at your school
• Explore the curriculum
• Seek out the co-educators you work with to explore collaborative approaches with your students in special populations
• Seek administrative support for collaborative teaching

Help Spread the Word: Career Story Video Initiative

100 More Career Stories Coming to the P2C Platform in 2025!�

We need teachers to help find volunteers—industry professionals, alumni, parents, or colleagues who can share their career stories!

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Upcoming Discovery Sessions We’re Excited to See You At!

Why should you attend?

• Advance your P2C usage: Engage in sessions tailored for all experience levels, from P2C beginners to advanced users.
• Professional development: Discover new strategies for integrating career-connected learning into your classrooms and schools.
• Community networking: Explore best practices alongside fellow educators and experts in the field.

Attendees traveling 80+ miles receive travel stipends and accommodations; educators off-contract earn a $180 daily stipend.

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Interested in Presenting?

• If you are an experienced P2C user with expertise in career-connected learning or innovative strategies to share, we encourage you to apply.
• Presenters receive a $75 stipend and will participate in a panel discussion.

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Discovery Session Survey

We value your feedback. Ideas for future session topics will be based on your recommendations. �

After you complete the survey you will receive an attendance certificate.

Connect With Us!

#Pathway2Careers

#CareerConnectedLearning

#P2CMath

We look forward to connecting with you on social media!

Be sure to follow us to get the latest updates about Pathway2Careers!

THANK YOU!

Shelly Robinson

NM Customer Success Project Lead

All materials supporting the Disability Innovation Fund (DIF) were developed under grant number H421E230016 - STATE OF NEW MEXICO PUBLIC EDUCATION DEPARTMENT from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. §§ 1221e-3 and 3474).