Examine the activities you have planned and adjust them to be as inclusive as possible for the child with special needs. For example, memory games might be difficult for children with intellectual disabilities. Make them easier with a list of written cues that the child can use to jog his memory, such as a list of the first letters of the words he needs to remember. If the child has difficulty following rules, it's possible that he forgets them or doesn't understand them. Writing out rules legibly on a large sheet of chart paper, going over them before the game starts, and hanging the sheet on the wall where it's visible can help kids with disabilities play cooperatively. If the child makes a mistake, point to the rule on the chart paper to get him back on track.
Talk with other children in the group about how to treat the individual with special needs with respect. Hold this session while the child with the disability is out of the room engaged in another activity. Explain that Jimmy really enjoys playing with other kids and likes games too, but sometimes he needs extra help from other people to understand and participate. Allow the children to get involved with helping their peer if they see he needs it. Reinforce that bullying is hurtful and won't be tolerated.
Prepare a written itinerary for the special-needs child. Children with certain developmental problems, especially those with autism, can get very agitated about sudden activity or routine changes. Before the day starts, write out a list of what will come first, second and third in the day (or use pictures, depending on the child's literacy level). Every time you finish a task, cross it out and point to the next item on the list while telling the child it's time to start a new activity.
Get creative with your communication methods. According to the website "Children With Special Needs," augmentative and alternative communication can give children with speech and language problems a way of reaching out to you. Giving the child a way to communicate reduces behavioral problems that stem from frustration. Picture cards are one method you can try. If you point to the "snack" card just before snack, for example, the child will start to see the link and point to the card herself when she wants snack. Sign language is also an option for children with oral-motor difficulties.
Do any potentially dangerous steps in an activity for a child (such as using sharp scissors). Otherwise, allow the child to give things a try on her own first. If you notice frustration, try using hand-over-hand control. That means the child holds the pencil, crayon or other tool while you place your hand on top of hers to guide her efforts.