As teachers, we naturally seek to help our students with special needs, merely sometimes it's harder to admit when we need help ourselves. Recently, teacher Becky wrote to the WeAreTeachers Helpline:

"I am going to exist very honest with you all. I have Add together. Who here has a similar 'inability'? I used quotes because I don't expect at this label as one that tin disable me from accomplishing anything I desire. How do you function successfully at your jobs? I guess what I hateful to say is, what hacks do yous have or utilize that make you a productive educator that evens out the playing field with other teachers?"

Our awesome community of Helpliners responded with their tips and advice. Here's what they said.

1. Ain your inability.

"Commencement of all, Add together is a inability. Don't put it in quotes. You can compensate, just it's there, and to minimize information technology isn't necessary. Own it. Think near your students. Add together isn't an alibi, it's a reason that things are different for them. Aforementioned for yous. Think virtually where your struggles are. Make solid lesson plans and know them. Designate a fix fourth dimension to organize and reverberate and make a listing. Practiced luck!" —Liz G.

two. Get organized.

"Organisation!! I have to be organized and structured to level the field." —Vicky A.

"System in key areas is important. Too, aural entrainment for me and the kids is essential. Always have a fallback plan!" —Adriane One thousand.

"I have ADHD and have my meds every morning. I teach second grade. It'due south truly a approving that I can relate to my students' world! Lists are my life. I also do brain breaks with my students to assistance all of us stay on track. Go Noodle is wonderful!" —Betsy Due south.

three. Effigy out what you need to exist successful and make sure you have information technology.

"I have ADHD. I wasn't diagnosed equally a child, so I just figured out how to cope. I always have stress balls, Play-Doh or some sort of toy with me at meetings. I have a prophylactic duck on my school keys then I can't even get caught unaware in the hallway. I allow myself time-outs when I demand them, even if it'due south the centre of class (I have no problem telling my students I need a serenity moment because my brain is overloaded. I've never had a group disrespect it). My office is a disaster and my colleagues know that I have my own system, so they leave it alone. The biggest downfall is when my students realize it's '1 of those days,' and they distract me so we don't become anywhere near my lesson plans. I don't consider them wasted days considering nosotros end up having great discussions usually. Merely I have to keep an agenda on the board or who knows what we'll be doing." —Andrea L.

4. Allow your disability to inform your instruction practice.

"I take ADHD and teach kids in Earth History simply like me. That's one of the biggest reasons my kids similar me. I also teach psychology, where nosotros acquire nearly ADHD, and I speak about experiences. I think for my students this makes me more approachable because I really understand their struggle. It also changes my classroom-management way. My class sometimes runs crazy because I go sidetracked, just it's a good encephalon break." —Mandie Due south.

v. Allow yourself to relate to your students.

"I actually think it is an advantage over some teachers. Nosotros can chronicle and understand our 'harder to teach' students." —Rebecca C.

"I am ADHD, LD, deaf, visually impaired and use crutches/wheelchair. My biggest issues are doing lesson plans. I am fine with unit plans, but day-to-day plans just make me crazy. I sometimes struggle with materials from other teachers as a SPED teacher and this year sub. I as well sometimes struggle to understand students. Mostly I do well with things. Overall, it is a challenge, but it is a great way to aid students encounter that they tin can do it!" —Shauna N.

"I take ADHD, dyslexia, and dyscalculia … it all helps me relate improve to my students. I also take a Ph.D. in the sciences, so I am living proof that those differences can be overcome. Some days are better than others and my desk is a disaster, but I accept my ways that work. I take pictures of my white board at the finish of the day to record what we actually did … because it never really matches what I started out the twenty-four hours planning to practice." —Alyce H.

"I think for many students, it helps us connect. I work with lots of teachers on how to help our ADHD students, and I talk to the students about how I cope and help them detect solutions for them. I work with all my students to get them to abet for their needs in an appropriate style, and I fight for them when they don't become what they need the showtime time they ask. Besides, I have fun with it. I have who I am and laugh at the dizzy things I practise." —Andrew M.

How to teach when you have a disability