The Swimming Pool Story Nobody Told Me
Let me tell you something that changed how I think about special education.
Picture two kids standing at the edge of a swimming pool. The teacher wants both of them to swim.
Kid #1 already knows how to swim – they learned somewhere along the way. But they need some support to do it safely and successfully. Maybe they need flippers to help with propulsion. A wetsuit because they’re sensitive to cold water. A pool noodle for extra security. Goggles because chlorine bothers their eyes.
This kid has a 504 Plan. They can do the thing; they just need accommodations to access it fully.
Kid #2 doesn’t know how to swim yet. You can give them all the flippers and wetsuits and goggles in the world, but if nobody actually teaches them to swim, they’re still going to struggle in that water.
This kid needs an IEP because they need to be taught the skill (specially designed instruction), not just given tools to support a skill they already have.
Now here is the part that is hard for me to wrap my brain around: What if Kid #2 is in the pool, drowning, and we keep throwing more pool noodles at them instead of actually teaching them to swim?
That’s what happens when kids who need explicit instruction don’t get it.
So What Does This Have to Do with Explicit Instruction?
Stay with me – same pool, different lesson.
Now, imagine Kid #2 is ready to learn to swim. There are two swimming instructors available.
Instructor A says, “Get in the pool. Move your arms around. You’ll figure it out, that’s how kids learn. Struggle builds resilience.”
Kid #2 splashes around, swallows water, panics a little, and maybe – maybe – figures out something that sort of works. Or maybe they develop a fear of water and decide they’re “just not a swimmer.”
Instructor B says, “Watch me first. See how I cup my hand like this? See how I pull my arm through the water in this motion? Good. Now let’s practice that arm motion together while you hold onto the wall. Perfect, you’ve got it. Now try it while I hold you up in the water. Great job. Now try it on your own while I’m right here next to you.”
Same kid. Same pool. Completely different outcome.
Instructor B is using explicit instruction.
And for kids with learning disabilities, ADHD, autism, and other challenges? Instructor B isn’t just “better.” Instructor B is essential.
What Explicit Instruction Actually Is
Explicit instruction is teaching that is direct, clear, and leaves nothing to chance.
There’s no “figure it out.” There’s no “discover the pattern.” There’s no hoping kids will just pick it up by watching others.
The teacher shows exactly what to do, walks through it step by step, practices it with the student, and only then expects the student to do it independently.
You might hear it called the “I Do, We Do, You Do” model:
I DO (Teacher models): “Watch me write a topic sentence. See how I stated my main idea first? I’m going to circle the keyword so you can see what I’m focusing on…”
WE DO (Guided practice): “Now let’s write one together. What should our main idea be? Good, how should we start the sentence? Let’s try it…”
YOU DO (Independent practice): “Now you try one on your own. I’ll be right here if you need help.”
This isn’t revolutionary. It’s not complicated. It’s just… teaching. Actually teaching. The way humans have learned complex skills for thousands of years by watching someone who knows how to do it, practicing with support, and then trying it alone.
What Explicit Instruction Is NOT
Here’s where it gets frustrating.
A lot of what happens in classrooms today is not explicit instruction. And for kids who learn differently, these approaches often don’t work.
“Discovery learning” – “Figure out the pattern yourself. That’s how you really learn.”
“Productive struggle” – “Work through the frustration. The struggle is where learning happens.”
“Peer teaching” – “Turn to your partner and teach each other.”
“Assign and hope” – “Read the chapter and answer the questions. You should be able to figure it out.”
“Assume prior knowledge” – “You should know this by now. We covered it last year.”
Now listen – for some kids, these approaches work fine. Some kids can discover patterns. Some kids do learn through struggle. Some kids pick things up by watching their peers.
But for kids with learning disabilities? Kids with ADHD? Kids with autism? Kids with executive function challenges?
These approaches often lead to frustration, failure, and the heartbreaking belief that they’re “just not smart enough.”
When the real problem is that nobody actually taught them.
Why This Matters So Much
Here’s the thing nobody tells you:
“Specially designed instruction” is supposed to be the whole point of an IEP. It’s not just about accommodations. It’s not just about extra time or preferential seating. It’s about teaching your child differently because they learn differently.
And explicit instruction is one of the most research-backed, effective ways to do that.
The research is clear: explicit instruction works for students with dyslexia, math learning disabilities, ADHD, autism, intellectual disabilities, and more.
When we expect kids who learn differently to “figure it out” the same way neurotypical kids might, we’re essentially throwing them in the pool and hoping for the best.
And then we’re surprised when they don’t learn to swim.
Red Flags That Your Child Isn’t Getting Explicit Instruction
This is the part I really need you to pay attention to.
If you’re seeing these signs, your child may not be receiving the explicit instruction they need:
⚠️ Your child comes home confused about what they learned
⚠️ Homework requires skills that were never directly taught
⚠️ The teacher’s response to struggling is “try harder” or “figure it out”
⚠️ Your child is expected to learn by watching peers
⚠️ New concepts are introduced without modeling
⚠️ There’s no guided practice before independent work
⚠️ Your child is punished for not knowing something that wasn’t explicitly taught
Here’s a quick check: Ask your child to explain something they learned at school today. Can they tell you what they learned and how to do it? Or do they say, “I don’t know, the teacher just told us to do it”?
That answer tells you a lot.
The Bottom Line
Your child isn’t struggling because they’re not trying hard enough.
Your child isn’t struggling because they’re lazy or unmotivated.
Your child isn’t struggling because they’ll “never get it.”
Your child might be struggling because they’re standing at the edge of that pool, watching other kids swim, and wondering why nobody will actually teach them how.
Explicit instruction isn’t a fancy educational theory. It’s not a trend. It’s simply this: showing someone exactly how to do something before expecting them to do it.
Your child deserves to be taught – actually taught – in a way their brain can understand.
That’s not asking for too much. That’s asking for what works.
Now What?
If you’re reading this and recognizing some of these red flags, you’re probably wondering what to do next.
Here’s the truth: knowing what explicit instruction is helps you recognize when it’s missing. But figuring out how to address it – what to say, what to request, how to navigate pushback – that’s where things get specific to your child and your situation.
That’s exactly what I help families figure out.
Let’s talk about what you’re seeing, whether explicit instruction is actually happening, and what your next move should be.
From Chaos to Collaboration℠, Latina