If you’ve spent any time in an IEP meeting, you’ve probably heard a lot about "executive function" or "processing speed." But there’s a specific concept that often gets buried under the jargon: think about it special ed strategies, or what the pros call metacognition. It sounds fancy. It isn't. It’s basically just the act of a kid looking at their own brain and saying, "Hey, what are you doing right now?"
For kids with learning disabilities, ADHD, or autism, the "thinking about thinking" part of the brain often has a bit of a lag. They might dive headfirst into a math word problem without a plan. They might read an entire page of a book and realize they have zero clue what just happened. That's where these targeted interventions come in.
Honestly, it’s about shifting from "I can't do this" to "How am I approaching this?" It's a massive shift.
What Does Think About It Special Ed Actually Look Like?
It’s not a single textbook. It’s a framework. Imagine a student, let's call him Leo, who has dyslexia. When Leo sees a paragraph, his brain goes into panic mode. A "think about it" approach doesn't just give him a highlighter; it teaches him to pause.
He learns to ask himself: Do I understand the first sentence? If not, why? Dr. John Dunlosky, a professor at Kent State University who has spent years researching learning techniques, points out that most students—not just those in special education—don't actually know how to monitor their own learning. They use "low-utility" strategies like rereading or underlining. For a special ed student, these "autopilot" habits are even more dangerous because they lead to burnout.
Instead of just doing the work, the student is taught to "think about it" through self-regulation. You might see this in a classroom as a "Think-Aloud." The teacher literally narrates their internal monologue. "I'm looking at this long division, and I'm feeling a bit confused, so I'm going to check my notes from yesterday." It sounds simple. It’s actually revolutionary for a kid who thought teachers were just born knowing everything.
The Problem With Traditional "Compliance" Models
In the past, special education was often about compliance. Sit still. Follow the prompt. Complete the worksheet.
But that doesn't build an independent adult.
If we only teach kids to follow instructions, we’re failing them. Life doesn't come with a worksheet. We need to focus on the think about it special ed philosophy because it builds self-advocacy. When a student understands how they think, they can tell a boss or a college professor, "I need to see this in writing because I process visual information better than verbal."
That is the end goal.
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Research from the National Center for Learning Disabilities (NCLD) consistently shows that students who understand their learning profile are significantly more likely to graduate and find employment. It’s not just about passing the 4th-grade state test. It’s about not being a victim of your own neurology.
Breaking Down the Tools
Let’s get into the weeds for a second. How do we actually implement this?
One common tool is the "Self-Questioning" checklist. But don't make it a boring list of ten items. Keep it short.
- What is my goal?
- What is my plan?
- Is it working?
Another huge part is "Error Analysis." Instead of a teacher marking an answer wrong and moving on, the student has to "think about it" and find the moment the train went off the tracks. Did they misread the sign? Did they forget to carry the one? Identifying the type of mistake is more important than getting the right answer eventually.
It takes time. It’s slow. Teachers hate it sometimes because they are under pressure to cover the curriculum. But if you don't slow down to teach the "how," the "what" never sticks anyway.
Why Social-Emotional Learning (SEL) Is the Secret Sauce
You can't "think about it" if you're in a "fight or flight" state.
Most kids in special ed have a history of academic trauma. They’ve been the "slow" kid. They’ve been the "difficult" kid. When you ask them to reflect on their thinking, you might hit a wall of shame.
That’s why the think about it special ed approach has to be paired with a safe environment. You have to normalize mistakes. You have to make it okay to say, "My brain is feeling foggy today."
I’ve seen classrooms where "The Thinker’s Chair" isn't a place for punishment, but a place where kids go to literally sit and plan their next five minutes. It’s about mindfulness, but with a practical, academic edge.
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The Cognitive Load Factor
We also need to talk about cognitive load. This is a big one.
The human brain can only hold so much "active" information at once. For a student with an executive function disorder, their "working memory" is like a small table. If you put too many things on it, stuff starts falling off the edges.
"Think about it" strategies help clear the table. By using external aids—checklists, graphic organizers, or voice-to-text—the student frees up mental energy to actually engage with the concept rather than just struggling to hold the pen and remember the spelling of "because" at the same time.
It’s about efficiency.
Real-World Examples of Metacognitive Success
Take a look at the "Project Search" models or high-school transition programs. The ones that work don't just teach job skills. They teach "problem-solving logic."
If a student is stocking shelves and runs out of room, a traditional approach might have them wait for a supervisor. A metacognitive approach has them pause: "I have more boxes than shelf space. What are my options? I can move things, I can check the backroom, or I can ask for help."
They are thinking about the situation, evaluating their own knowledge, and then acting. That's the dream.
Moving Beyond the IEP Paperwork
Let's be real: an IEP is just a legal document. It doesn't breathe.
To make think about it special ed work, it has to be a daily habit. It has to happen at the dinner table. Parents can do this too. Instead of asking "Did you finish your homework?" try asking "What was the hardest part of that assignment for your brain today?"
It shifts the focus from the product to the process.
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It’s also worth noting that this isn't just for "high-functioning" students. Even students with significant intellectual disabilities can use modified versions of this. It might be as simple as using a "Stop/Go" visual to decide if they need a break. It’s about agency. Everyone deserves a say in how their day goes.
Misconceptions You’ll Hear
You’re going to hear people say this is "too much" for special ed kids. Or that they "can't handle" abstract thinking.
That's total nonsense.
In fact, the kids who struggle the most are the ones who need these tools the most. If you have a "typical" brain, you often learn these reflection skills by accident. You just pick them up. If your brain works differently, you need to be taught them explicitly. It’s like learning to drive a manual car instead of an automatic. You have to understand the gears.
Actionable Steps for Parents and Educators
Stop focusing on the grade. Focus on the strategy. If a student gets a D on a test but can explain exactly where they got confused and what they would do differently next time, that is a win.
- Start a "Reflection Journal": Just two minutes at the end of the day. One thing that was easy, one thing that was hard, and one "brain trick" used to solve a problem.
- Model the Struggle: Let your kids see you fail at something. Then, narrate your way out of it. "Man, I really messed up this recipe because I didn't read the whole thing first. Next time, I’m going to read it twice before I start."
- Use Visual Cues: Don't just rely on words. Use icons. A lightbulb for "I have an idea," a question mark for "I'm stuck," and a gear for "I'm working through it."
- Request Metacognitive Goals: Next time you're in an IEP meeting, ask for a goal related to self-monitoring. Something like: "When given a multi-step task, the student will independently identify a strategy to begin the task in 4 out of 5 opportunities."
This isn't a quick fix. It’s a long game. But once a kid starts to understand their own mind, they become unstoppable. They stop being a passenger in their own education and start being the driver. That is what "think about it" is really about. It's the move from "Special Ed" being something done to a child, to a set of tools used by a child.
The weight of the world is heavy enough for these kids. Let’s give them the mental leverage they need to lift it.
Start by identifying one specific "stuck" point in the day. Instead of giving the answer, ask the student to describe what is happening in their head at that exact moment. Listen to the answer. It’ll tell you more than a standardized test ever could. Build the plan from there. Strategy over content. Every single time.