Assessing the ability of students to comprehend instructions and perform in school is the first step in adapting the classroom. Making changes in the class either minimizes the students particular needs with regards to learning, or magnifies those needs, creating the necessity for specific adaptations. For example, if a child is learning disabled and has difficulty remembering material, starting the lesson with a review of the last lesson and a written outline or notes covering that material will help minimize the special needs student's memory problems. However, if the same student has problems reading, providing the written material may magnify his disability, necessitating the creation of individualized adaptations to further help him learn.
With careful analysis of a student's special needs, an effective teacher can work out ways of accommodating that student and helping him fit into the general class environment. For example, looking at the same student mentioned above, the teacher might engage a special education teacher to help the student with reading problems, allowing him to attend individualized lessons at a time where he will not miss important lessons in the group environment. In this manner, the student is able to attend regular lessons, allowing him to benefit from other aspects of normal schooling.
Universal design was originally conceived for use in architecture to allow for the needs of a diverse population. It's tenets were put into use when a building was first built, rather than having to retrofit the building based on the needs of its occupants. For example, it required that a building be accessible to disabled people from its inception rather than being retrofitted with ramps later. In this way, classrooms also can be designed from the beginning with learning materials for special needs children and teenagers. For example, alternatives for print materials include video, digital text and graphics, which allow students experiencing problems with reading to have access to the subject matter. Supply classrooms with computers to aid children who have difficulties with writing and other small motor disabilities.
Using differentiated instruction by placing children in multi-leveled groups separated by difficulty of subject matter has proven to be an effective way to provide various levels of support to those children with different needs. In some cases, other group members are given certain responsibilities to help those with greater needs, which offer learning opportunities to both children. For example, one child with more advanced reading skills may be encouraged to help a second child whose skills are not as developed.
Creating space and activities for special needs children helps to keep the classroom moving at a normal pace and allows those children with special needs to fit in more comfortable. For example, a child who has difficulties with interactive behaviors might be allowed to leave class a few minutes earlier to go to the next class, which may minimize interactions that lead to fighting with other classmates.
Other ways of accommodating special needs students is by observing and teaching to students' learning patterns. Not all students learn the same way. Learning styles are divided into visual, auditory and kinesthetic. If a teacher understands her students' learning styles, lessons and materials can be adapted to better help the students follow along and keep up. Focusing on a child's strengths in learning is especially important to help build self-esteem and encourage curiosity and a love of learning.
Allow alternative learning materials in the class that will help special needs students. For example, encourage student to bring a tape recorder to help him remember lessons. Encourage computer note taking for those who have difficulties with writing. Use different writing utensils or paper to make writing easier for students with small motor problems. Give sentence starters for students with difficulties speaking. Alternatively, use musical or rhythmical prompts to help students with speaking. Create opportunities for movement within the classroom for students who have problems sitting still. Encourage them to work in an alternative area designed to help them learn rather than to punish them. Shorten the length of assignments to encourage students with short attention spans. There are numerous techniques to assist students and help them be part of the classroom.