Students who qualify as special-needs students are similar to many of the other students you handle. They want to learn all they can and be treated just like the other students. A special-needs student is often aware of how he is different from others. It is your job to help him remember that he is just like the rest of his class. He needs affection, motivation, encouragement and support to succeed, just like other children his age.
Even though special-needs students want to be treated the same, you must remember that there are still differences. These students often require specific accommodations or modifications to help them function in a school setting. For some, this means daily therapy or one-on-one help. Others may require physical accommodations, such as a wider aisle to fit a wheelchair or sitting closer to the front to help him pay attention. As a teacher, you must make these accommodations as discretely as possible to avoid drawing extra attention to the special-needs student.
While special-needs students are often capable of just as much as your regular students, they typically need more time. To teach these students, you must remember to be patient with them as they work through their lessons. A special-needs student may need the same concept explained repeatedly before he absorbs the information so he can use it. In some cases, you may need to find more than one way to explain the same information, which can frustrate you. However, it is important to try your best to remain calm and approach the student patiently for the best results.
Depending on the type of condition that qualifies a student as special needs, you must remember that some students don't have self control all of the time. It isn't unusual for a special-needs student to lash out in anger or frustration when things go wrong. She may also act impulsively without thinking about the consequences of those actions. While you can't allow any child to act poorly without consequences, it is important to implement a little understanding when handling these students when they lose control and help them regain it. That behavior is sometimes the only way special-needs students know how to communicate a problem.
It may feel like the right thing to do, but pushing a special-needs student too hard can cause regression rather than progression. When he resists what you are trying to teach, it is usually an indicator of discomfort or uncertainty. Therefore, you need to focus on making the student feel more comfortable and sure of himself before you move forward with the lesson. If you allow the special-needs student to take the lead, you will be more successful.
Some special-needs children have difficulty transitioning from one activity to another. Even something as simple as going out for recess and returning to the classroom can cause turmoil in a student's mind. Special-needs students react best when you provide them with warning so they can prepare for the next activity. Let the student know 5 to 10 minutes before the transition so she has time to process it and will be ready when the time comes. For some students, you may need to remind her more than once.